Using principles of authentic assessment to redesign written examinations and tests.

• Verónica Villarroel ^[1] ; Dabid Boud ^[3] ; Susan Bloxham ^[2] ; Daniela Bruna ^[1] ; carola Bruna ^[4]
  1. [1] Universidad del Desarrollo

     Universidad del Desarrollo

     Santiago, Chile

     
  2. [2] University of Cumbria

     University of Cumbria

     Carlisle District, Reino Unido

     
  3. [3] University Middlesex, London
  4. [4] Universidad de la Concepción, Chile

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• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 57, Nº 1, 2020, págs. 38-49
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen

  • Tests and examinations are widely used internationally. Despite their pervasiveness, they tend to measure lower order thinking skills in a decontextualized manner at a time when the literature frequently argues for the benefits of a richer, authentic approach to assessment. The focus of this paper is to improve authenticity in test assessment methods through promoting realism, cognitive challenge and evaluative judgement during the planning, administering and following up of assessment tasks. The article builds on a systematic literature review, in which the main principles of authentic assessment were outlined. In this paper, we posit how these principles can be implemented through the three chronological phases of the assessment process: before, during and after the act of assessment.