Journal article
A framework for determining the authenticity of assessment tasks: Applied to an example in Law
Journal of Learning Design, Vol.4(2), pp.20-28
2011
Abstract
Authentic assessment tasks enhance engagement, retention and the aspirations of students. This paper explores the discipline-generic features of authentic assessment, which reflect what students need to achieve in the real world. Some assessment tasks are more authentic than others and this paper designs a proposed framework supported by the literature that aids unit co-ordinators to determine the level of authenticity of an assessment task. The framework is applied to three summative assessment tasks, that is, tutorial participation, advocacy exercise and problem-based exam, in a law unit. The level of authenticity of the assessment tasks is compared and opportunities to improve authenticity are identified.
Details
- Title
- A framework for determining the authenticity of assessment tasks: Applied to an example in Law
- Authors
- Kelley Burton (Author) - Queensland University of Technology
- Publication details
- Journal of Learning Design, Vol.4(2), pp.20-28
- Publisher
- Queensland University of Technology
- Date published
- 2011
- DOI
- 10.5204/jld.v4i2.72
- ISSN
- 1832-8342
- Copyright note
- Copyright © 2011 Kelley Burton. This work is licensed under a Creative Commons Attribution 3.0 License.
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Law and Society; Sexual Violence Research and Prevention Unit; School of Law and Criminology - Legacy
- Language
- English
- Record Identifier
- 99449834102621
- Output Type
- Journal article
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