Authenticity in assessment: reflecting undergraduate study and professional practice

Palmer, Stuart

doi:10.1080/03043790310001633179

Cited by 30 publications

(28 citation statements)

References 5 publications

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“…Reports get written on a daily basis so they are more representative (practical) Insights from the focus groups in relation to what constitutes effective assessment practices were consistent with the pedagogical approaches suggested by Palmer (2004). He suggested, effective assessment should include: clear aims and objectives; authenticity and value in the assessment task that develops core graduate skills relevant to professional practice; and, equity and fairness across a diversity of assessment tasks with less weighting allocated to the formal examination.…”

Section: Effective Assessment Tasksmentioning

confidence: 68%

C.U.L.T.U.R.E.: marketing education in the age of cultural diversity

Ringer

Volkov

Brïdson

2014

Education + Training

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Purpose -The purpose of this paper is to investigate the role Australian University marketing students' cultural backgrounds play in their learning and their perceptions of assessment and explores whether current assessments appropriately address the differing needs of a culturally diverse student population. Design/methodology/approach -The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students. Findings -Results indicate learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment which meets the educational needs and wants of a culturally diverse student cohort.Research limitations/implications -The number of students representing different global regions or countries limited this study. With the exception of students from Australia and the Asian region, there were minimal students representing other cultural backgrounds despite every attempt being made to be culturally inclusive across global regions. Practical implications -The paper presents the principles of C.U.L.T.U.R.E. and recommends their integration into learning approaches and assessment practices across Schools and Faculties at the tertiary level. Originality/value -This paper fulfils an identified need to study a culturally diverse student cohort's perceptions and attitudes towards learning approaches and assessment practices and their perceived relevance to the provision of core graduate business and generic skills necessary for employability in the global marketplace.

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Section: Effective Assessment Tasksmentioning

confidence: 68%

C.U.L.T.U.R.E.: marketing education in the age of cultural diversity

Ringer

Volkov

Brïdson

2014

Education + Training

View full text Add to dashboard Cite

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“…Ascher (1990) concurs by stating that authentic assessments are labor intensive to review and score compared to multiple-choice exams that utilize machine readable answer sheets that are quickly scored. Palmer (2004) adds that authentic assessment is more complex to administer and grade.…”

Section: Assessment In the Community Collegementioning

confidence: 97%

“…Lombardi and Oblinger (2008) further substantiate that students make decisions on how they will spend time studying subject matter based on how their achievement will be evaluated. Palmer (2004) avows that the type of assessment utilized will influence student study habits. Struyven, Dochy, Janssens, Schelfhout, and Gielen (2006) assert that students determine whether surface memorizing or deep understanding is needed depending on the type of assessment used by the instructor.…”

Section: The Purpose Of Assessmentmentioning

confidence: 99%

Assessment Practices of Instructors in Community College

BoarerPitchford

2014

Community College Journal of Research and Practice

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“…If we are not able to assess these fundamental priorities in a quantitative form, then the whole exercise would be futile. The importance of assessment, not only in quantifying the students' output but in motivating the students is now well recognised (Ditcher 2001, De Graff and Rompelman 2004, Knight 2004, Kristensen and Sorensen 2004, Palmer 2004. Furthermore, the assessment process drives the students' learning method.…”

Section: Purpose Of University Design Projectmentioning

confidence: 97%

“…A commonly used form of assessment is to break the project into specific tasks (Gibson 1998, Palmer 2004) such as: presentation; analysis; design approach; and design of components. Marks are then allocated to each task which may have different weightings and Downloaded by [University of California, Riverside Libraries] at 00:28 20 October 2014 which are then added up to give the overall mark.…”

Section: Generic Assessment Of University Design Projectsmentioning

confidence: 99%

Sequential assessment of engineering design projects at university level

Oehlers

2006

European Journal of Engineering Education

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Seven years of industrial experience followed by 30 years of academic research and teaching in structural engineering have led the author to believe that the prime objective of a university design course is not the design project itself but to train students to solve problems, as this will last them throughout their careers. It is shown how design projects can be formulated for the purpose of encouraging students to develop their problem-solving abilities. More importantly, a sequential assessment technique has been developed to quantify the students' ability to both think and learn as well as the students' grasp of the fundamental principles, all of which are required in problem-solving.

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Authenticity in assessment: reflecting undergraduate study and professional practice

Cited by 30 publications

References 5 publications

C.U.L.T.U.R.E.: marketing education in the age of cultural diversity

C.U.L.T.U.R.E.: marketing education in the age of cultural diversity

Assessment Practices of Instructors in Community College

Sequential assessment of engineering design projects at university level

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