Authentic assessment targeting sustainability outcomes: a case study exploring student perceptions

Abstract

Purpose The purpose of this study was to understand student experiences of authentically assessed community partnership projects and reflect on authentic assessment from a social and environmental sustainability perspective. Design/methodology/approach The authors present an elaborated case study including graduate-level courses at a university in Aotearoa, New Zealand. The authors draw on a thematic analysis of in-depth semi-structured interviews and written reflections from 18 students. Findings Students appreciated the benefits of authentic assessment, such as workplace realism, a greater level of personal investment and opportunities to draw on diverse skills. Teams varied in how they navigated novel challenges and in their ability to develop focused projects capable of affecting change for sustainability. Students considered group work the greatest obstacle to achieving sustainability goals. Originality/value The case study provides a novel contribution by exploring in-depth the student experience of authentic assessment activities designed to foster social and environmental sustainability outcomes. The authors provide practical limitations of authentic assessment and discuss tensions between authentic assessment and other education goals.

A Proposal to Enhance Sustainability in Saudi Universities in Light of the Saudi Green Initiative

“…Through curricular and extracurricular activities, universities expose students to sustainability and environmental issues. According to Asgarova [16], integration of such issues in study courses and extracurricular activities develops in students a positive attitude towards sustainability.…”

“…Asgarova et al's [16] study explored the social responsibility perceptions of university students in Aotearoa, New Zealand regarding social and environmental sustainability. The study relied on a thematic analysis of in-depth semi-structured interviews with 18 students.…”

How authentic are assessments in vocational education? An analysis from Chilean teachers, students, and examinations

“…In authentic assessment, students undertake assessment tasks that simulate real-world challenges, and subsequently demonstrate through their performance the achievement of expected learning outcomes (Asgarova et al, 2022). Authentic assessment tasks, characterized by high intellectual demands, have rendered learning more meaningful and enjoyable for students, enabling them to recognize the connections between classroom activities and real-world applications (Koh et al, 2018;Akbari et al, 2022).…”