Authentic assessment is often understood as students doing practical, real-life, mostly outside-of-university tasks (and universities are often perceived as not part of the “real world” even though they should be, as Lockard & Bloch-Schulman (2023) also discussed). Recently, authentic assessment is even sometimes called upon as the antidote to students cheating with GenAI.
When I read about “eliciting wonder and joy via invitations to see the world anew” in the abstract, I knew this article would be squeezed in before I continue with my scheduled reading list for the week. I have previously written about authentic assessment, and most recently about assessment for inclusion and distinctiveness, so this […]
I have such a backlog of wave watching pics that I really need to blog more… Two articles today, the first one on “Students’ Perceptions of Self and Peers Predict Self-Reports of Cheating” by Henslee et al. (2025). I really enjoyed reading about Ellis & Murdoch (2024)’s educational integrity enforcement pyramide recently, but that’s a […]
I have had the pdf of the article ‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity” by Nieminen et al. (2024) open on my computer for months, but now that I am going into a week of vacations (yay!!) it’s time to close documents, […]
I just read this really interesting and important article about “assessment for inclusion, which seeks to ensure diverse students are not disadvantaged through assessment practices” by Tai et al. (2022). Traditional assessment practices often discriminates against people in so many different ways that I had not really carefully considered before.
We put a lot of effort into teaching for sustainability, but whether or not we are actually successful in doing so remains unclear until we figure out a way to operationalise learning outcomes and, obviously, ways to assess them. Below, I am summarising two articles to get a quick idea of how one might do […]
“Authentic assessment” is a bit of a buzzword these days. Posing assessment tasks that resemble problems that students would encounter in the real world later on sounds like a great idea. It would make learning, even learning “for the test”, so much more relevant and motivating, and it would prepare students so much better for […]
