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 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.

scholarly journals 777Teaching evidence-based medicine using authentic assessment the Whack-a-mole project

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Basia Diug ◽  
Bethany Howard ◽  
Kenneth Harvey
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Student Perceptions ◽  
Real World ◽  
Evidence Based Medicine ◽  
Authentic Assessment ◽  
Evidence Based ◽  
Online Questionnaire ◽  
Authentic Assessments ◽  
Based Medicine

Abstract Introduction Authentic assessments facilitate student’s application of complex problem-solving skills and knowledge to real-world tasks. The whack-a-mole (WAM) project includes key critical thinking, biostatistics and epidemiology skills as well as elements of complexity and creativity skills that are particularly important when teaching evidence-based medicine to health professionals. Complementary and alternative medicines (CAMs) provide the current context as they are widely used in the Australian population making them an important subject amongst primary health care professional and policy makers. Aim To report student perceptions and learning after completion of the real-world authentic assessment WAM. Methods WAM required students to choose, document, investigate, identify, critically appraise and report on a complementary medication for sale in Australia. A total 464 students enrolled in a 3rd Biomedical Science capstone unit completed the WAM project report and video assessments in teams. Data on student perceptions was collected using an online questionnaire and analysed using SPSS 25 and NVIVO 11. Results The average overall mark for the WAM assessment was 52/60 (86%). 116 students (25%) completed the online questionnaire of which 92% of students indicated the whack-a-mole project changed their perceptions of complementary medicine and/or the regulation of goods and services in Australia. The majority of students found no (43%) or insufficient (55%) evidence to support product claims. These findings were supported by qualitative feedback. Conclusion Students applied the principles of EBM to the WAM project and in doing so altered their perceptions of CAM, regulation and scientific evidence. Key messages Authentic assessments play a key role in engaging student in real-world problem solving to advance their critical thinking and evidence-based medicine.

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.

Assessing reinforcing versus aversive consequences in a real-time secondhand smoke intervention

2021 ◽  
Author(s):  
Vincent Berardi ◽  
John Bellettiere ◽  
Benjamin Nguyen ◽  
Neil E Klepeis ◽  
Suzanne C Hughes ◽  
...  
Keyword(s):  
Real Time ◽  
Real World ◽  
Secondhand Smoke ◽  
Relative Effectiveness ◽  
Feedback System ◽  
Control Group ◽  
Sensing Technology ◽  
Control Versus ◽  
Particle Counts ◽  
Post Hoc

Abstract Few studies have examined the relative effectiveness of reinforcing versus aversive consequences at changing behavior in real-world environments. Real-time sensing devices makes it easier to investigate such questions, offering the potential to improve both intervention outcomes and theory. This research aims to describe the development of a real-time, operant theory-based secondhand smoke (SHS) intervention and compare the efficacy of aversive versus aversive plus reinforcement contingency systems. Indoor air particle monitors were placed in the households of 253 smokers for approximately three months. Participants were assigned to a measurement-only control group (N = 129) or one of the following groups: 1.) aversive only (AO, N = 71), with aversive audio/visual consequences triggered by the detection of elevated air particle measurements, or 2.) aversive plus reinforcement (AP, N = 53), with reinforcing consequences contingent on the absence of SHS added to the AO intervention. Residualized change ANCOVA analysis compared particle concentrations over time and across groups. Post-hoc pairwise comparisons were also performed. After controlling for Baseline, Post-Baseline daily particle counts (F = 6.42, p = 0.002), % of time >15,000 counts (F = 7.72, p < 0.001), and daily particle events (F = 4.04, p = 0.02) significantly differed by study group. Nearly all control versus AO/AP pair-wise comparisons were statistically significant. No significant differences were found for AO versus AP groups. The aversive feedback system reduced SHS, but adding reinforcing consequences did not further improve outcomes. The complexity of real-world environments requires the nuances of these two contingency systems continue to be explored, with this study demonstrating that real-time sensing technology can serve as a platform for such research.

scholarly journals Real-world evidence: perspectives on challenges, value, and alignment of regulatory and national health technology assessment data collection requirements

2021 ◽  
Vol 37 ◽  
Author(s):  
Hannah Sievers ◽  
Angelika Joos ◽  
Mickaël Hiligsmann
Keyword(s):  
Health Technology Assessment ◽  
Technology Assessment ◽  
Real World ◽  
Health Technology ◽  
Practical Experience ◽  
Added Value ◽  
Real World Data ◽  
Conflicting Demands ◽  
Real World Evidence ◽  
Semistructured Interviews

Abstract Objective This study aims to assess stakeholder perceptions on the challenges and value of real-world evidence (RWE) post approval, the differences in regulatory and health technology assessment (HTA) real-world data (RWD) collection requirements under the German regulation for more safety in drug supply (GSAV), and future alignment opportunities to create a complementary framework for postapproval RWE requirements. Methods Eleven semistructured interviews were conducted purposively with pharmaceutical industry experts, regulatory authorities, health technology assessment bodies (HTAbs), and academia. The interview questions focused on the role of RWE post approval, the added value and challenges of RWE, the most important requirements for RWD collection, experience with registries as a source of RWD, perceptions on the GSAV law, RWE requirements in other countries, and the differences between regulatory and HTA requirements and alignment opportunities. The interviews were recorded, transcribed, and translated for coding in Nvivo to summarize the findings. Results All experts agree that RWE could close evidence gaps by showing the actual value of medicines in patients under real-world conditions. However, experts acknowledged certain challenges such as: (i) heterogeneous perspectives and differences in outcome measures for RWE generation and (ii) missing practical experience with RWD collected through mandatory registries within the German benefit assessment due to an unclear implementation of the GSAV. Conclusions This study revealed that all stakeholder groups recognize the added value of RWE but experience conflicting demands for RWD collection. Harmonizing requirements can be achieved through common postlicensing evidence generation (PLEG) plans and joint scientific advice to address uncertainties regarding evidence needs and to optimize drug development.

Peer Sharing Facilitates the Effect of Inquiry-based Projects on Science Learning

2010 ◽  
Vol 72 (1) ◽  
pp. 24-29 ◽  
Author(s):  
Hui-Min Chung ◽  
Kristina Jackson Behan
Keyword(s):  
Popular Culture ◽  
Real World ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Group Learning ◽  
Authentic Assessment ◽  
The Other ◽  
Learning Activity ◽  
Millennial Students ◽  
Inquiry Based Learning

Authentic assessment exercises are similar to real-world tasks that would be expected by a professional. An authentic assessment in combination with an inquiry-based learning activity enhances students' learning and rehearses them for their future roles, whether as scientists or as informed citizens. Over a period of 2 years, we experimented with two inquiry-based projects; one had traditional scientific inquiry characteristics, and the other used popular culture as the medium of inquiry. We found that activities that incorporated group learning motivated students and sharpened their abilities to apply and communicate their knowledge of science. We also discovered that incorporating popular culture provided ““Millennial”” students with a refreshing view of science learning and increased their appetites to explore and elaborate on science.

R WE ready for reimbursement? A round up of developments in RWE relating to health technology assessment: part 2

2021 ◽  
Author(s):  
Alex Simpson ◽  
Sreeram V Ramagopalan
Keyword(s):  
Health Technology Assessment ◽  
Technology Assessment ◽  
Real World ◽  
Health Technology ◽  
Health Inequity ◽  
Real World Data ◽  
World Data

In this round up, we cover how COVID-19 has been beneficial for improved access to real-world data, as well as how real-world data can be used to address health inequity, an area of increasing interest for health technology assessment.

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