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Traditional vs. Authentic Assessment Methods

Traditional vs. Authentic Assessment Methods

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Assessment is an integral component of any successful teaching effort. Research has shown that students engage with subject matter based in part on their expectations about how their achievement will be evaluated. Educators who strive to bring authentic learning experiences to their students must devise appropriate and meaningful measures to assess...

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... once students perform the required tasks, professors are largely left to their own devices when it comes to measuring student achievement and providing meaningful feedback. 19 Table 1 20 identifies some of the challenges, where traditional assessment is compared to authentic assessment as described in the most general of terms. ...

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... Assessment is one important point in the teaching and learning process, which can be a measurement of a successful learning [8] [9]. Assessment instruments help teachers to show the students' abilities based on the aspects developed from the contents of the existing curriculum and the field needs based on the stakeholders' input.Therefore, the teachers' responses to the attitude aspect assessment management that consists of 4C (Creativity, Critical Thinking, Communication, and Collaboration) show an average of 87.5%, in which, the assessment tool is considered practical if 80% or more of respondents provide positive response [10]. ...
... Conceptual and implementation of authentic assessment are different from traditional assessment systems (Lombardi, 2008). The traditional assessment, for example, uses multiple-choice test forms for evaluation while authentic assessment integrates written and performance tests. ...
... The study found that authentic assessment positively enhanced students' motivation. Lombardi (2008) asserted that authentic assessment could encourage students to discover things about themselves and the world around them that they did not know before. ...
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Purpose-The purpose of this study is to examine the elements that determine students' success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology-Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students' e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings-The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance-The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students.
... The notion of authentic learning has received immense attention by the researchers as well and it has become a subject for many studies. In some of these studies, authentic learning notion has been dealt with the notions such as augmented reality (Ogle, Hicks, Johson &Tucker, 2018), technology design course projects (Greenfield, 2017), teacher professional growth (Slepkov, 2008), the role of assessment (Lombardi, 2008), virtual reality fire drill (Tepe, Kaleci & Tuzun, 2018), the reality in virtual worlds (Farley, 2016), virtual environments (Baştuğ, 2016), blended approach (Rowe, Bozalek & Frantz, 2013), online library (Finch, & Jefferson, 2013), technology as cognitive tools (Herrington & Parker, 2013, community service practices (Horzum & Bektaş, 2012), mixed-reality environments of the robots (Chang, Lee, Wamg & Chen, 2010), elearning (Herrington, Reeves & Oliver, 2010), realism and online learning (Herrington, Reeves &Oliver, 2007). ...
... The assessment should be able to measure all aspects that students know and students do, this indicates that the assessment used in learning is successful. Assessment is an assessment of student learning processes that can demonstrate learning success [17][18][19]. ...
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This study aims to develop assessment instruments, describe the appropriateness of assessment instruments that fill the elements of validity, practicality, and effectiveness of assessment instruments in training the critical and creative thinking skills of high school students. The research method used a development research model developed by the model of Borg & Gall. In this study, 7 steps were used consisting of research and information gathering, planning, initial product development, limited trials, initial product revisions, field trials, and final product revisions. The sampling technique used was purposive sampling technique, namely the high school students of class X in Tanggamus. The instruments used are validation instruments, practicality tests, and critical and creative thinking skills, and test instruments for critical and creative thinking skills. Test instrument analysis techniques use validity and reliability analysis, different levels of difficulty and power. The validation results of three expert lecturers and three expert practitioners stated that the assessment results of the development were feasible to be used in the high category (72%) for aspects of language, construction, and content. Assessment instruments resulting from practical development are used in physics learning with an average score in the very high category (83.3%). Assessment instruments are used in learning as assessment for learning, students who have the ability to think critically and creatively with good categories reach 56.5% and 57.4%. Thus, assessment instruments for critical and creative thinking skills that have been developed effectively train students to have good critical and creative thinking skills, so that assessment instruments can be used as an assessment for learning for students.
... The project scoring sheet rubric using several indicators has a major influence on the reliability of an instrument [10]. Authentic assessment is a form of assessment by asking students to show assignments "Real world" which demonstrates meaningful applications of knowledge, skills, and attitudes [7,11], which they need to use in professional life [12][13][14]. ...
... Authentic assessment is a form of assessment by asking students to show "real world" assignments that demonstrate meaningful applications of knowledge, skills, and attitude which they need to use in professional life [7,11,14]. ...
... Ich hodnotenie podmieňuje hodnotiace stratégie a nástroje autentického charakteru. Zahraničná literatúra ich charakterizuje a popisuje ako súbor nástrojov istej skupiny rozvíjajúcich hodnotení, ktoré slúžia na jednoduché testovanie a monitorovanie skrytých alebo efektívne ťažko merateľných schopností, zdatností žiakov, ktoré sa prejavujú počas výchovno-vzdelávacieho procesu konštruktivistického charakteru, ako je napríklad projektovo konštruktivistická forma a metóda vyučovania (PBL-Project BasedLearning) (Lombardi, 2008), skupinové vyučovanie formou kooperácie, resp. kolaborácie, aktivizujúce formy a metódy vyučovania (ABL-ActivityBasedLearning) (Kerka, 1995), bádateľsky orientované koncepcie vzdelávania (InquiryBasedScienceEducation -ISBE) (Renken, M.;Carrion, C.;Litowski, E., 2014), (Herranen, 2016) alebo formy a metódy umeleckotvorivého charakteru (Mueller, 2016) (Wiggins, 1990). ...
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Súčasnú monografiu spracoval autorský kolektív, ktorý bol zároveň riešiteľom KEGA projektu č. 002UJS-4/2016 „Web-based aplikácie v transdisciplinárnom vzdelávaní budúcich učiteľov“. Hlavnou ambíciou projektu je inovovanie vzdelávacích foriem a metód prípravy budúcich učiteľov na PF UJS prostredníctvom web-based aplikácií, podpora ich orientácie v rýchlo sa rozvíjajúcom svete informačnej spoločnosti a uľahčenie procesu integrácie do komunity on-line sveta. Ďalšou snahou je priblížiť budúce pedagogicko - didaktické záujmy budúcich učiteľov k záujmom mladej generácie, ako aj nájsť spoločnú platformu nového učebného prostredia prostredníctvom web-based aplikácií. V jednotlivých kapitolách monografie autori uvádzajú teoreticko-didaktickú charakteristiku k vybraným web-based aplikáciám a konkrétne inovatívne prístupy realizované prostredníctvom webových aplikácií. Monografia môže byť značne inšpiratívna pre študentov pedagogických fakúlt, pre odborových didaktikov, ktorí majú v pozitívnom duchu k IKT vzdelávať a vychovávať budúcu generáciu učiteľov a organicky včleniť do svojej pedagogickej praxe nástroje digitálnej technológie, a v neposlednom rade z monografie môžu čerpať námety aj učitelia z praxe, ktorí sú otvorení novým a inovatívnym trendom vzdelávania.
... This may also be illustrated as memorization of facts, which seems to be a persistent learning strategy among college students. This is consistent with Lombardi (2008) as he states that online college students need to apply the right set of tools and strategies that go beyond regurgitation (Lombardi, 2008). Interestingly for our findings, this was the second learning strategy that was found to be statistically significant for our research. ...
... This may also be illustrated as memorization of facts, which seems to be a persistent learning strategy among college students. This is consistent with Lombardi (2008) as he states that online college students need to apply the right set of tools and strategies that go beyond regurgitation (Lombardi, 2008). Interestingly for our findings, this was the second learning strategy that was found to be statistically significant for our research. ...
Thesis
The study examined student utilization and application of learning strategies in college level online courses and the context was a Hispanic Serving Institution (HSI) in the Southwest. Even though online courses continue to grow at a steady pace, few research studies have taken the task to analyze the utilization of learning strategies and their utility in online learning programs and under the fold of student success. The overarching purpose of the present study was to delve into important student factors across learning strategies under this instructional format. For the present study a multivariate analysis of covariance with five outcome variables and a covariate (GPA) was used with observational data obtained from a sample of 582 college students. The study examined the main and interaction effects between gender, college student’s generational level, level of online learning experience across the five Motivated Strategies for Learning Questionnaire (i.e., Rehearsal, Elaboration, Organization, Critical Thinking, Metacognitive Self- Regulation) employed by students in an online learning environment. All in all, there were few observed differences across these factors with the largest significant differences contributing to no more than 4 percent of the variance accounted for. These findings seems to indicate that regardless of gender, generational level, and level of online experience, students are making, for the most part, similar use of these strategies with especial note on the prevalent use of the critical thinking learning strategy. Thus, this indicates that there is a need to further examine other important educational and instructional strategies for this learning environment. The study provides a series of recommendations for future practice and research not only for student self- regulation learning but also for faculty and administrators as well.
... In addition, it is also possible to read magazine stories, hotel brochures, airport notices, bank instructions, advertisements and a wide range of other written messages from the real world in situations as they occur which affect what is called learning beyond the four walls of the classroom (Nunan, 2015). As used by Lombardi (2008), authentic learning requires materials that have been produced to fulfill some social purpose in the language community. ...
... Contemporary views of tertiary education advocate the work integrated learning (WIL) approach to programs, curriculums, assessment and delivery focus (Lombardi, 2008;Martin, Heppard, & Green, 2011;Patrick et al., 2008;Veillard, 2012). Undoubtedly, a meaningful and authentic learning experi-ence is closely associated with real-life experience (Patrick et al., 2008); however, there is clear a difference between the work of creating and promoting the real-life experience with the task of assessing and indicating the learning outcomes of students through authentic learning tasks (De Bruijn & Leeman, 2011). ...
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ABSTRACT Aim/Purpose Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature that focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Background This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology A review of 182 articles on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports, peer and self-assessment was conducted. Contribution A toolkit with examples of authentic assessment to ease the task of authentic assessment design for those new to authentic assessment and seasoned authentic assessment practitioners alike. Findings Authentic assessments are a form of learning. They help graduates develop skills and attributes that will make them work-ready and capable of handling a lot of real life practical work situations. Rubrics are an important part of authentic assessment implementation and their use is mandated by business school accrediting bodies like AACSB.