Authenticity is in the Eye of the Beholder: Student and Teacher Perceptions of Assessment Authenticity

Judith Gulikers*, Theo Bastiaens, Paul A. Kirschner, Liesbeth Kester

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    Abstract

    In VET in the Netherlands, learning and working are integrated from the start. Authentic assessments are used during competence-based VET curricula to achieve correspondence between learning and working. The premise behind this study is that authenticity is subjective and that perceptions of assessment authenticity influence student learning for the assessments. It examines if students and teachers differ in their perceptions of the authenticity of various assessment characteristics. Subsequently it investigates if freshman and senior students, who differ in their amount of practical experience, differ in their perceptions of assessment authenticity. The main findings were that teachers rated most assessment characteristics as more authentic than students did, while freshman and senior students did not differ in their perception of authenticity. Implications deal with communicating about and developing authentic assessment in the eyes of both students and teachers to stimulate students’ professional skills development during a VET curriculum
    Original languageEnglish
    Pages (from-to)401-412
    Number of pages12
    JournalJournal of Vocational Education & Training
    Volume60
    Issue number4
    DOIs
    Publication statusPublished - 4 Dec 2008

    Keywords

    • Authentic assessment
    • Student perception
    • Teacher professionalization
    • Vocational education and training

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