Abstract

This study explored perceptions and practices around authentic assessment within a diverse, science-based school at an Australian University. We were motivated to inquire into authentic assessment through a work-readiness lens, with the goal of embedding the assessment of skills that are transferable across a range of STEM roles and graduate roles requiring STEM skills. The findings from the project included overlapping perceptions of what is considered ‘authentic’ for staff and students. Four shared themes were: assessments that 1) demonstrated skills that will be used in future workplaces, 2) tested scientific concepts (not memorisation), 3) involved using critical thinking or problem-solving skills, and 4) included student choice or input into the assessment. We consolidated shared facets of these themes with the literature to define authentic assessment in our context. Based on the resulting operational definition, we built an online tool to allow academic staff to self-assess the inclusions and levels of authenticity in their assessment tasks. We further investigated some obstacles related to assessment design and delivery for science academic staff. This study sheds new light on the lived experiences of practicing academic staff in applying their visions of authentic assessment to improve outcomes for science graduates.

摘要

本研究探讨了澳大利亚大学一所以科学为基础的多元化学校对真实评估的看法和实践。我们的动机是通过工作准备的镜头来调查真实的评估，目的是嵌入对需要 STEM 技能的一系列 STEM 角色和毕业生角色的技能评估。该项目的调查结果包括对员工和学生认为“真实”的重叠看法。四个共同主题是：评估 1) 展示将在未来工作场所使用的技能，2) 测试科学概念（不是记忆），3) 涉及使用批判性思维或解决问题的技能，以及 4) 包括学生选择或输入评估。我们将这些主题的共同方面与文献结合起来，以在我们的背景下定义真实的评估。基于由此产生的操作定义，我们构建了一个在线工具，让学术人员能够自我评估其评估任务中的内容和真实性水平。我们进一步调查了与科学学术人员的评估设计和交付相关的一些障碍。这项研究揭示了实践学术人员在应用他们的真实评估愿景以改善理科毕业生的成果方面的生活经验。我们进一步调查了与科学学术人员的评估设计和交付相关的一些障碍。这项研究揭示了实践学术人员在应用他们的真实评估愿景以改善理科毕业生的成果方面的生活经验。我们进一步调查了与科学学术人员的评估设计和交付相关的一些障碍。这项研究揭示了实践学术人员在应用他们的真实评估愿景以改善理科毕业生的成果方面的生活经验。