Authentic Versus Traditional Assessment: An Empirical Study Investigating the Difference in Seafarer Students' Academic Achievement

2020 ◽  
Vol 73 (4) ◽  
pp. 797-812
Author(s):  
Samrat Ghosh ◽  
Benjamin Brooks ◽  
Dev Ranmuthugala ◽  
Marcus Bowles
Keyword(s):  
Academic Achievement ◽  
Real World ◽  
Authentic Assessment ◽  
Past Research ◽  
Assessment Methods ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Student Groups ◽  
Traditional Assessment ◽  
The Difference

Past research showed that traditional assessment methods that required seafarer students to construct responses based on memorisation and analysing information presented in absence of real-world contexts (e.g. oral examinations and multiple-choice questions) disengaged the students from learning. Memorising information is a lower-order cognitive ability, failure in which led to errors and low academic achievement for students. Authentic assessment methods require students to construct responses through the critical analysis of information presented in real-world contexts. Hence, this research investigated the difference in seafarer students' academic achievement (measured through scores obtained in assessment) in authentic assessment as compared with traditional assessment. Two separate and independent student groups (the ‘control’ group and ‘treatment’ group) were used for a selected unit of learning delivered at the Australian Maritime College within the Bachelor of Nautical Science degree program. Because some past researchers had defined and implemented traditional assessment methods as a single-occasion assessment, this project implemented the assessment in a summative format, as opposed to authentic assessments implemented during student preparation. Analysis of student scores revealed that the authentically assessed students were guided towards significantly higher academic achievement.

Investigating the correlation between students’ perception of authenticity in assessment and their academic achievement in the associated assessment tasks

2020 ◽  
pp. 1-18
Author(s):  
Samrat Ghosh ◽  
Benjamin Brooks ◽  
Dev Ranmuthugala ◽  
Marcus Bowles
Keyword(s):  
Academic Achievement ◽  
Real World ◽  
Authentic Assessment ◽  
Past Research ◽  
Traditional Assessment ◽  
Assessment Scores ◽  
Assessment Tasks ◽  
Definition Of ◽  
Stage 1 ◽  
Achievement Assessment

Abstract The objective of this research was to investigate the factors of assessment that students undergoing authentic assessment perceived to be significant regarding their academic achievement. This project advanced past research by the authors which found that the academic achievement of seafarer students was significantly higher in a formatively implemented authentic assessment compared with a summative traditional assessment. The academic achievement (assessment scores) was based on the students’ performance in analysing information presented in a real-world context (authentic assessment) as opposed to the analysis of information presented devoid of a real-world context (traditional assessment). Using the data obtained from students undergoing the authentic assessment, this project correlated their perceptions of authenticity for factors of assessment to their scores in the associated task. Stage 1 focused on deriving the factors conceptually from the definition of the authentic assessment by the authors, based on which a perception survey questionnaire was designed. Stage 2 extracted new factors through a factor analysis conducted using the software SPSS. Both stages of investigation found that the factor of transparency of criteria was a significant predictor of the students’ academic achievement.

Varieties of Authentic Assessment

2011 ◽  
pp. 936-942
Author(s):  
Karen R. Juneau
Keyword(s):  
Public Education ◽  
Technology Assessment ◽  
Real World ◽  
Authentic Assessment ◽  
Feedback System ◽  
Assessment Methods ◽  
Education Student ◽  
Testing Methods ◽  
Instructional Feedback ◽  
Authentic Assessments

The need for effective assessments has been recognized since the earliest days of public education. Student testing provides rationales and support for many activities, including instructional feedback, system monitoring, appropriate selection and placement of students, and certification of skills (U.S. Congress, Office of Technology Assessment, 1992). With the growing recognition that learning is an individual accomplishment and that learning takes place in context, traditional testing methods need to be supplemented to accurately assess achievement (Brown, Collins, & Duguid, 1989; Eisner, 1999). Authentic assessments are designed to accurately reflect the real world situations in which the skills and knowledge that students developed would be applied. Although there are a variety of authentic assessment methods, each method encourages linkages between the classroom experience and real world applications. This does not mean that traditional forms of testing are obsolete, rather that these methods should be supplemented by information gathered from more situational methods.

Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution

2020 ◽  
pp. 256-271
Author(s):  
Abatihun Alehegn Sewagegn ◽  
Boitumelo Molebogeng Diale
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Authentic Assessment ◽  
Education Institution ◽  
Assessment Methods ◽  
Assessment Practices ◽  
Higher Education Institution ◽  
Traditional Assessment ◽  
Qualitative Research Design ◽  
Current Assessment

Authentic assessment plays a great role in enhancing students' learning and makes them competent in their study area. Studies indicate that assessment is authentic when the tasks have real-life value and students perform real-world tasks. Therefore, this chapter shows how lecturers practice authentic assessment to enhance students' learning in a higher education institution. To achieve this, the authors used a phenomenological qualitative research design. An interview was used to collect data. The result indicated that lecturers are highly dependent upon traditional assessment methods, which have no significant contribution to the competency of students. The practice of authentic assessment methods as a tool to enhance students' learning is limited. Therefore, the authors can conclude that enhancing students' learning using authentic assessment in their study areas is untenable if the lecturers continue to utilize their current assessment practices.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals The Role of Music in Predicting Academic Achievement: A Technological Discovery

2019 ◽  
Vol 1 (2) ◽  
pp. 94-100
Author(s):  
Patricio K. Chap-as
Keyword(s):  
Academic Achievement ◽  
Instructional Technology ◽  
Control Group ◽  
Average Mark ◽  
Technology In Teaching ◽  
The Mean ◽  
The Difference ◽  
Teaching Music ◽  
The Impact ◽  
Experimental Group

This research undertaking aimed to find out the impact of instructional technology in teaching Music. Specifically, it was framed from the following context: 1. What is the mean performance of the controlled group and experimental group after the instructional technology was used in teaching Music?;2. What is the difference in the mean performance of the control group and experimental group after instructional technology was used in Teaching music? ;The researcher employed the experimental research method specifically the between-group design. From the results of the statistical computations, the following were revealed: The experimental group visibly performed better after instructional technology was integrated in teaching music than their control group counterpart. Findings of the study revealed there was a statistically significant differences in the academic achievement between the average mark of the experimental group students and the average mark of the control group students in favor of the experimental group.  

Augmenting the Accuracy of Trainee Doctors in Diagnosing Skin Neoplasms in a Real-World Setting: A Prospective Before and After Study (Preprint)

2020 ◽  
Author(s):  
Seung Seog Han ◽  
Young Jae Kim ◽  
Chong Hyun Won ◽  
Mi Woo Lee ◽  
Jung-Won Shin ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Real World ◽  
Tertiary Care ◽  
Skin Neoplasms ◽  
Differential Diagnoses ◽  
Control Group ◽  
Routine Examination ◽  
Real World Setting ◽  
Before And After ◽  
The Difference

BACKGROUND Although deep neural networks have shown promising results in diagnosing skin cancer, a prospective evaluation in a real-world setting could confirm these results. OBJECTIVE The aim of this study was to evaluate whether an algorithm (http://b2019.modelderm.com) could improve the accuracy of nondermatologists in diagnosing skin neoplasms. METHODS A total of 285 cases (random series) with skin neoplasms suspected by either physicians or patients were recruited in two tertiary care centers located in South Korea. An artificial intelligence (AI) group (144 cases, mean [SD] age, 57.0 [17.7] years; 62 [43.1%] men) was diagnosed via routine examination with capturing photographs and assisted by the algorithm, whereas the control group (141 cases, mean [SD] age, 61.0 [15.3] years; 52 [36.9%] men) was diagnosed only via routine examination with a photographic review. The accuracy of the nondermatologists before and after the interventions was compared. RESULTS Among the AI group, the accuracy of the first impression (Top-1 accuracy; 58.3%) after the assistance was higher than that before the assistance (46.5%, P = 0.0081). The number of differential diagnoses of the participants increased from 1.9 ± 0.5 to 2.2 ± 0.6 after the assistance (P < 0.0001). In the control group, the difference in the Top-1 accuracy between before and after reviewing photographs was not significant (before, 46.1%; after, 51.8%; P = 0.1867) and the number of differential diagnoses was not also significantly increased (before, 2.0 ± 0.4; after, 2.1 ± 0.5; P = 0.5653). CONCLUSIONS In real-world settings, artificial intelligence augmented the diagnostic accuracy of trainee doctors. The limitation of this study is that the algorithm was tested only for Asians recruited from a single region. Additional international randomized controlled trials involving various ethnicities are required.

Continuous Assessment Improved Academic Achievement and Satisfaction of Psychology Students in Spain

2011 ◽  
Vol 39 (1) ◽  
pp. 45-47 ◽  
Author(s):  
María T. Carrillo-de-la-Peña ◽  
Jorge Pérez
Keyword(s):  
Academic Achievement ◽  
Academic Outcomes ◽  
Positive Impact ◽  
Self Report ◽  
Control Group ◽  
Assessment Procedure ◽  
Continuous Assessment ◽  
Traditional Assessment ◽  
Psychology Course ◽  
And Control

The authors present the experience of a continuous assessment procedure carried out in the second term of a physiological psychology course during 3 consecutive academic years at a Spanish university. Each year, the academic outcomes of students under continuous assessment (the experimental group) were compared with those of students under traditional assessment (the control group), with 903 total students. To control for possible differences in prior academic achievement, grades in the first term of the same subject were used as a covariate, and progress was assessed from the first-term to the second-term evaluations in the experimental and control groups. The results provided robust evidence of the positive impact of continuous assessment on all indices of academic outcomes considered. In addition, responses to a self-report questionnaire revealed that continuous assessment improved students’ satisfaction and was perceived by students as a procedure that promotes deeper learning.

Can computerised testing be authentic?

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 93-104 ◽  
Author(s):  
MICHEL LAURIER
Keyword(s):  
Real World ◽  
Authentic Assessment ◽  
Language Assessment ◽  
Educational Measurement ◽  
Adaptive Testing ◽  
Important Application ◽  
Assessment Methods ◽  
Direct Testing ◽  
Communicative Approach ◽  
Authentic Tests

The concept of authenticity first appeared with the development of the communicative approach. More recently, in the field of educational measurement, authentic assessment methods have been proposed. Although adaptive testing seems to be the most important application of computers in language assessment, these tests are usually not authentic. Since many real world tasks are accomplished with computers, these may be used for authentic direct testing. Computers may be also used in semi-direct testing as a way to enhance the context. Finally in authentic assessment, computers may be used as a tool to process the data when the learners use them to organise their portfolio. Using the computer, test developers can also create better authentic tests.

scholarly journals Effect of Interpersonal Intelligence Based Teaching Strategies on Students Academic Achievement

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Vinita Advani ◽  
Ms. Hema G
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Teaching Strategy ◽  
The Other ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Conventional Teaching ◽  
T Values ◽  
And Control ◽  
Experimental Group

The intent of the present study was to investigate the effect of interpersonal intelligence based teaching strategy (IBTS) on students’ academic achievement. Totally, 101 students who were found to be having higher mean scores in interpersonal intelligence participated in the study. The experimental and control group encompassed 51 and 50 students, respectively. All students were of IX standard students belonging to a school in Ahmedabad city. The sample was selected through purposive sampling. The experimental group was taught through IBTS whereas the control group received conventional teaching of same science topics. To determine the effectiveness of IBTS over conventional teaching method, an academic achievement test on the science topics which consisted of 30 multiple choice questions was administered. Mean, SD, SEd, and t-values were calculated to compare to test the hypotheses. The results showed that students who were taught through IBTS were achieved higher score than the other group. There was no difference in the academic achievement of boys and girls students who were taught through IBTS.

scholarly journals The Effect of Online Learning System Through Blended Learning Model toward Higher Student’s Academic Achievement

2019 ◽  
Vol 8 (3) ◽  
pp. 352-357
Author(s):  
Nurdiyanti Nurdiyanti ◽  
Abd. Rajab ◽  
Sudarsono Sudarsono ◽  
Sirajuddin Sirajuddin
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Learning Outcomes ◽  
Industry 4.0 ◽  
Biology Education ◽  
Learning System ◽  
Control Group ◽  
Control Group Design ◽  
The Difference ◽  
The University

Era industry 4.0, especially in the field of education, emphasizes the use of digital technology and the internet which develops rapidly in the learning process. Online learning is one form of implementation of learning in industry 4.0 era. The purpose of this study is to determine the effect of the implementation of the learning system on the higher students’ academic achievement. This research is experimental research, with a pretest-posttest control group design. The purpose of this design is to reveal whether online learning systems can affect students' academic achievement or not that's measured through the learning outcomes of biology education students at the concept of structure and transport of cell membranes in the University of Muhammadiyah Makassar. Based on analyzed data, it shows the difference in the increase of students' learning outcomes taught by the online learning system and without using an online learning system. Based on the findings of this study, students who are taught by online learning system get a higher score of learning outcomes. It can be said that there is an effect of the online learning system toward students’ academic achievement.

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