Rethinking authentic assessment: work, well-being, and society.

Area of Science:

• Educational Theory
• Assessment Studies

Background:

• Authentic assessment is often narrowly defined as real-world tasks, frequently conflating 'real world' with 'world of work'.
• Existing literature on authentic assessment often overlooks deeper philosophical concepts of authenticity.
• The term risks becoming an educational buzzword with diminished meaning if not critically examined.

Purpose of the Study:

• To deepen the understanding of authentic assessment by exploring its philosophical underpinnings.
• To propose a more holistic and richer concept of authentic assessment.
• To shift the justification for authentic assessment from economic value to broader social value.

Main Methods:

• Conceptual analysis of authenticity in educational assessment.
• Review of literature on authentic assessment in US and international higher education.
• Philosophical inquiry into the concept of authenticity.

Main Results:

• The current focus on 'real-world' tasks in higher education often equates to 'world of work' tasks, neglecting broader societal relevance.
• A deeper understanding of authenticity, rooted in philosophical debate, can enrich authentic assessment practices.
• Shifting focus to the social value of assessment tasks, and 'why they matter', is crucial.

Conclusions:

• Authentic assessment should be justified by its social value, encompassing but not limited to economic benefits.
• Moving beyond isolated tasks to consider their societal impact fosters a richer student experience.
• This approach enhances students' sense of self, self-worth, and well-being as members of society.