Authentic assessment, student and teacher perceptions: the practical value of the five dimensional-framework

Judith Gulikers*, Theo Bastiaens, Paul A. Kirschner

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    This study focused on determining the facets of assessment authenticity by exploring the perceptions of both Vocational Education and Training students and teachers. It elaborates on a theoretical five-dimensional framework (5DF) that differentiates between five dimensions and several sub-elements of authenticity. This framework led to the development of a questionnaire for examining if the facets of the 5DF are recognized by students and teachers in practice. Reliability and factor analysis as well as readability scores were used. Teachers recognised both the dimensions and the sub-elements as facets that determine assessment authenticity. In the eyes of the students, four of the five dimensions (Task, Physical Context, Form and Result/Criteria) determine authenticity, while students do not perceive the Social Context as a characteristic of assessment authenticity, neither do they differentiate the several sub-elements. Implications for the using the 5DF to develop or evaluate authentic assessments are discussed.
    Original languageEnglish
    Pages (from-to)337-357
    Number of pages21
    JournalJournal of Vocational Education & Training
    Issue number3
    Publication statusPublished - 2006


    • Authentic assessment
    • student and teacher perceptions
    • perception questionnaire
    • vocational education


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