Authentic conditions for authentic assessment: Aligning task and assessment

Herrington, J. and Herrington, A. (2006) Authentic conditions for authentic assessment: Aligning task and assessment. In: 29th Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference, 10 - 12 July, Milperra, New South Wales

Abstract

Despite major discussion and consideration of authentic assessment through the 1990s, little progress appears to have been made towards its widespread adoption in higher education. Universities often serve to limit the use of authentic approaches in learning tasks and assessment, through restrictive policies. In this paper, we briefly review the literature and summarise the characteristic elements of authentic assessment, and argue that task, assessment and university policies must be aligned for truly effective use of authentic assessment to occur in higher education.

Item Type:	Conference Paper
Notes:	Appears in Critical Visions: Thinking, Learning and Researching in Higher Education. Proceedings of the 29th HERDSA Annual Conference 10 - 12 July, 2006, pp 146 - 151
URI:	http://researchrepository.murdoch.edu.au/id/eprint/5755

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