Sound but feasible?: revisiting authentic assessment

Show simple item record 2012-10-29 en 2022-08-17T18:07:18Z 2022-08-17T18:07:18Z 2015-08-25 en
dc.identifier.uri en
dc.description.abstract The multifaceted debate around educational standards and assessment has taken a notable turn. In recent decades, there is a renewed interest in assessment instruments known as 'authentic assessment', comprising elements markedly similar to outcomes-based assessment. Ke Yu and George Frempong take a critical look at the advantages and disadvantages inherent in this form of assessment. Do classroom tests adequately assess higher-order thinking rather than merely rote learning and fact recall? Teachers have always used classroom tests and quizzes to check the progress of learners. When the stakes are higher, for example when a learner's fitness for graduation must be determined, an external test is usually administered. External and highly standardised tests are often considered to be more efficient and cost-effective. Among the criticisms of this form of traditional assessment, the chief argument questions its validity in that it may not truly reflect learner competence. There are also doubts whether these tests, particularly when they involve mainly multiple-choice questions, could adequately assess higher-order thinking rather than merely rote learning and fact recall. These tests also often come at a high price, such as exacerbating exam anxiety and promoting the teach-to-test syndrome. en
dc.format.medium Intranet en
dc.title Sound but feasible?: revisiting authentic assessment en
dc.type Journal Article en
dc.description.version N en
dc.ProjectNumber N/A en
dc.Volume 10(3) en
dc.BudgetYear 2012/13 en
dc.ResearchGroup Research Use and Impact Assessment en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle HSRC Review en
dc.ArchiveNumber 7424 en
dc.URL en
dc.PageNumber 26-27 en
dc.outputnumber 6076 en
dc.bibliographictitle Yu, K. & Frempong, G. (2012) Sound but feasible?: revisiting authentic assessment. HSRC Review. 10(3):26-27. en
dc.publicationyear 2012 en
dc.contributor.author1 Yu, K. en
dc.contributor.author2 Frempong, G. en

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