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Direct linkDavid Boud; Margaret Bearman – Educational Philosophy and Theory, 2024
There is a general tension between the individualised nature of current assessment practices in higher education and a collaborative approach to learning. This results in many dilemmas for educators as they try to balance academic integrity concerns and student preferences with social or collaborative assessment practices, including peer…
Descriptors: Socialization, Cooperative Learning, Higher Education, Peer Evaluation
Rola Ajjawi; Joanna Tai; Mollie Dollinger; Phillip Dawson; David Boud; Margaret Bearman – Assessment & Evaluation in Higher Education, 2024
For over 30 years, the notion of authentic assessment in higher education has been adopted in academic practice, but it has managed to escape substantial critique. Although there have been multiple definitions and operationalisations of authentic assessment, current practice tends to foreground mimicking of work tasks. Authenticity cannot be…
Descriptors: Higher Education, Performance Based Assessment, Authentic Learning, Student Evaluation
Verónica Villarroel; Daniela Bruna; Carola Bruna; Gavin Brown; David Boud – Assessment in Education: Principles, Policy & Practice, 2024
A training course grounded in the principles of authentic assessment was implemented with 24 academics from two Chilean universities. Through a single-group pre-test/post-test design, the change in the evaluated parameters was analysed to determine the strengths and weaknesses of the conducted training. By the end of the course, the assessments…
Descriptors: Performance Based Assessment, Foreign Countries, Universities, Student Evaluation
