Traditional authentic assessment tasks are frequently tied to future work and enmeshed in neoliberal and capitalist visions of education. We advocate an alternative approach where authenticity signifies meaningful learning outside the confines of the classroom to promote deep learning that 'sticks'. We proffer an understanding of "assessment…

Studies reporting flexible assessment strategies and their impact across different modes of study remain limited with little emphasis placed on the role these arrangements play in devising authentic assessment processes. This paper synthesises recent research work depicting flexible design principles and practice strategies for how educators might…

Although there is no globally accepted definition to guide micro-credential activity in higher education, many seek to boost the employability prospects of earners. To do this well, micro-credentials need to indicate skills and competencies. Assessment ensures those skills and competencies are verified, enabling trust and communication in the…

In this Point of Departure, the idea of authentic assessment is examined and troubled by drawing on Derrida's hauntology. The spectres of higher education invite us to reconsider what is 'real' about past, present, and future assessment practices. Such spectres do not lecture or produce a single, definitive interpretation. Rather, these spectres…

Psychoeducational reports prepared by the Educational Psychological Service are foundational for special educational support in Norway, ensuring equitable opportunities for development, learning and participation among children with special educational needs in mainstream Early Childhood Education and Care settings. This qualitative study examines…

This study aimed to investigate the impact of using scoring rubrics on assessing the performance of students in achievement. The study followed an experimental approach, and the sample consisted of 187 male and female students enrolled in the Calculus course. They were divided into three groups: the first experimental group, whose performance was…

This paper explores the policy, pedagogy, and practice affordances and constraints of teacher education as an environment to develop pre-service teachers' antiracism commitments. Through critical analysis of interviews with pre-service teachers and teacher educators at three social justice-oriented teacher preparation programs, research findings…

Authentic assessment is a widely discussed concept in higher education, but it has a problem: the concept has become so all-encompassing that its meaning is now unclear. The notion has been expanded and diluted. For example, adding social justice to the definition or positioning exams as authentic, adds to the contradictions inherent within in the…

The study used phenomenology to examine teacher candidates' metaphorical perceptions for measurement and evaluation practices in distance education. 210 teacher candidates at a foundation university in Istanbul were included in the study group. Researchers collected data using a three-part form. The first part gathered demographic information, the…

Music performance assessments (MPAs), also known as festivals, adjudications, or contests, are a yearly part of the music education experience for many teachers and students in school bands, orchestras, and choirs. A brief history outlining the origins and purposes of MPA is shared. Issues of equity in modern-day MPA are then explored, including…

Students need far more than traditional academic skills to succeed in school, work and civic life. Decades of discussion about the knowledge, skills, attitudes and behaviors that facilitate success in the information age have produced consensus that students should learn 21st century competencies. However, many schools struggle to meaningfully…

Authentic assessment is often narrowly framed as tasks that mirror workplace tasks, resulting in on overemphasis on generic workplace skills at the expense of disciplinary knowledge. We place disciplinary knowledge at the heart of authentic assessment and explore how authentic assessment across a programme can contribute to an authentic view of…

This research aimed to investigate and develop an online system for educational measurement and evaluation with a focus on authentic assessment. The research process consisted of four main stages: (1) analyzing the current state and carrying out qualitative interviews on authentic assessment, (2) developing an online measurement and evaluation…

The Socio-Critical Assessment Integration Framework (SCAIF) and its consequences for social studies education are examined in this study. The results emphasize the advantages of developing inclusive learning environments, encouraging comprehensive evaluation procedures, encouraging applicability to the real world, and giving students agency by…

Groupwork is a crucial aspect of work contexts and a key twenty first century skill. Assessment of groupwork provides a persistent challenge for educators in university contexts with students reporting experiences of unfairness from their peers during groupwork. This study developed a novel Peer Assessment Fairness Instrument to explore factors…