Authenticity in assessment tasks: a heuristic exploration of academics' perceptions

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    This study was an exploration of the extent to which higher education tutors' perceptions of assessment were consistent with the construct of authenticity. Depth interviews with twelve academics sought views on what might constitute desirable assessment tasks and scoring methods to use with students. Summaries of transcribed interviews suggested that assessment should focus on real world problems and have some meaning to a real world audience. However, analysis of the interviews using Newmann's (1997) criteria for authentic assessment showed that, collectively, interviewees' conceptualisation of authenticity was incomplete. The results are discussed in terms of constructivist perspectives on learning
    Original languageEnglish
    Pages (from-to)19-33
    Number of pages14
    JournalHigher Education Research and Development
    Issue number1
    Publication statusPublished - Feb 2004


    • assessment
    • higher education

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