Assessment as Learning and Empowerment: Towards Sustainable Learning in Higher Education

Gómez, Gregorio Rodríguez; Sáiz, María Soledad Ibarra

doi:10.1007/978-3-319-10804-9_1

Cited by 65 publications

(33 citation statements)

References 18 publications

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“…Thus, there is a challenge associated with the design of a high-quality assessment task based on the idea that assessment supports learning, or, simply put, assessment is a form of learning. The challenge here is to design authentic assessment tasks which mimic real-world experiences of learners for a meaningful learning experience in the learning process (Rodríguez-Gómez & Ibarra-Sáiz, 2015). Peris-Ortiz and Lindahl (2015) propose three principles supporting the design of authentic assessment, which are challenge, reflection, and transferability.…”

Section: What Constitutes a Good Authentic Assessment Design?mentioning

confidence: 99%

“…Second is the proposal of assessment tasks that are intellectually demanding, which means requiring students to demonstrate their learning and comprehension and high-level thinking through specific assessment tasks. Finally, the authentic assessment activity should support the notion that knowledge and skills learnt in one area can be applied within other, often unrelated, areas (Peris-Ortiz & Lindahl, 2015;Rodríguez-Gómez & Ibarra-Sáiz, 2015). An example of this approach was the multidisciplinary industry project developed by academics at Monash University in Melbourne, Australia.…”

Section: What Constitutes a Good Authentic Assessment Design?mentioning

confidence: 99%

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Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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Section: What Constitutes a Good Authentic Assessment Design?mentioning

confidence: 99%

Section: What Constitutes a Good Authentic Assessment Design?mentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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“…En esta línea Rodríguez-Gómez & Ibarra-Sáiz (2015), cuando se refieren a los tres retos a los que se enfrenta el enfoque de evaluación como aprendizaje y empoderamiento, indican como uno de ellos las tareas de calidad a través de las cuales se deben desarrollar los otros dos retos, la participación de los estudiantes y la proalimentación. Estas tareas de calidad se basan en los principios de reto, reflexión y transversalidad y se caracterizan por estar contextualizadas en situaciones reales, ser retadoras y transversales; exigir demostraciones y productos de los estudiantes que impliquen tanto un rigor intelectual y pensamiento crítico como la puesta en práctica de diferentes competencias y estrategias.…”

Section: Evaluación De Competencias a Través De Tareas Complejasunclassified

Propuesta metodológica de evaluación para evaluar competencias a través de tareas complejas en entornos virtuales de aprendizaje

Ibáñez

Sáiz

Gómez

2017

rie

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“…Those principles refer to "authentic" assessment with a learning-oriented approach (Rodríguez-Gómez & Ibarra-Saiz, 2015). The goal of this selection of case studies was to obtain examples that can be used as a showcase of current practice and also as testing material during the second year of the project (as will be explained in a later section).…”

Section: Introductionmentioning

confidence: 99%

Aligning learning outcomes and assessment methods: a web tool for e-learning courses

Gil‐Jaurena

Softić

2016

Int J Educ Technol High Educ

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A learning outcome approach to teaching and a learning-oriented assessment are increasingly framing higher education. In an attempt to facilitate professors' teaching activities, the TALOE (Time to Assess Learning Outcomes in E-learning) project has developed a web tool that aims to help trainers decide on the assessment methods to use in their online courses. Based on a conceptual model (ALOA) built upon Bloom's revised taxonomy of learning objectives of the cognitive domain, the web tool automatically aligns learning outcomes stated by a user with recommended assessment methods. The web tool has been developed with the European Commission support within the Lifelong Learning Programme and it is publicly available. This paper presents the background and description of the tool and the results of the testing, where various stakeholders have provided feedback about the easiness and friendliness of the tool, as well as about the utility and quality of the recommendations it provides. Prospective of the web tool, limitations and strengths are highlighted in the paper.

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Assessment as Learning and Empowerment: Towards Sustainable Learning in Higher Education

Cited by 65 publications

References 18 publications

Authentic Assessment Design in Accounting Courses: A Literature Review

Authentic Assessment Design in Accounting Courses: A Literature Review

Propuesta metodológica de evaluación para evaluar competencias a través de tareas complejas en entornos virtuales de aprendizaje

Aligning learning outcomes and assessment methods: a web tool for e-learning courses

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