What is it about?
This article investigates the importance of developing a shared understanding around the term "authentic assessment design" and the need to work with sessional teaching staff and industry; as co-learners and co-developers for effective authentic assessment redesign for improving instruction.
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Why is it important?
Higher Education teachers have mixed feelings towards the co-designing of assessments that take place via groups. When not managed well, this creates negative feelings towards colleagues or results in educators opting to work alone. When institutions invest in adequate resources to support teacher-centric group work for designing and enhancing curriculum, positive results occur. Curriculum enhancement that is achieve via groups is paramount due to the ever increasing need for teachers to create authentic assessment tasks to improve students' employability outcomes for the future of work. But, how best to do this is not always clear.
Read the Original
This page is a summary of: STEM academic teachers’ experiences of undertaking authentic assessment-led reform: a mixed method approach, Studies in Higher Education, March 2019, Taylor & Francis, DOI: 10.1080/03075079.2019.1593350.
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