Research news and Comment
Semantics, Psychometrics, and Assessment Reform: A Close Look at “Authentic” Assessments
Bibliographic Data
| ID | 9733810 |
|---|---|
| Authors | James S Terwilliger (corresponding author), James Terwilliger |
| Year | 1997 |
| Volume | 26 |
| Issue | 8 |
| Pages | 24-27 |
| Publication date | 1997-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x026008024 |
| OpenAlex | W2098319933 |
| Language | EN |
| Citations received | 6 |
| References cited | 2 |
School reform advocates have argued that “authentic” classroom assessments are complex performances or exhibitions that “are designed to be truly representative of performance in the field.” The use of “authentic” implies that such assessments are superior to more conventional assessments. However, proponents of “authentic” assessment rarely present data, evidential or consequential, in support of the validity of “authentic” assessments. Further, as typically conceived, “authenticity” denigrates the importance of knowledge and basic skills as legitimate educational outcomes despite substantial evidence to the contrary. It is suggested that “authentic” be discontinued in future scholarly discussions of classroom assessment
Authentic assessment · Authentic learning · Curriculum · Educational assessment · Field (mathematics · Pedagogy · Psychometrics · Applied Psychology · Educational and Psychological Assessments · Educational Assessment and Improvement · Psychology · Student Assessment and Feedback
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Research news and Comment
| Citations per year | 0.21 |
|---|---|
| Citation span | 1998 - 2016 (19) |
| Highly cited | No |