To read this content please select one of the options below:

Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy

Mohammadreza Akbari (School of Business and Management (SBM), RMIT International University, Ho Chi Minh City, Viet Nam)
Hung Manh Nguyen (School of Business and Management (SBM), RMIT International University – Hanoi Campus, Hanoi, Viet Nam)
Robert McClelland (School of Business and Management (SBM), RMIT International University, Ho Chi Minh City, Viet Nam)
Kristof Van Houdt (School of Business and Management (SBM), RMIT International University, Ho Chi Minh City, Viet Nam)

Education + Training

ISSN: 0040-0912

Article publication date: 30 November 2021

Issue publication date: 1 February 2022

629

Abstract

Purpose

The purpose of authentic assessment can enrich students with a set of skills that can have a significant impact on their employability. The key aim of these actions is to equip students with the practical skills to be work ready. The focus here is to demonstrate effects on student satisfaction and observations from teaching staff accrued over several semesters in an educational institution after introducing authentic assessments.

Design/methodology/approach

This paper used a set of scaffolded authentic assessments for students in logistics and supply chain management (LSCM). A combination of literature and expert input was used to design and implement the authentic assessment. A multi-phase systematic approach using cyclical model steps articulated the course learning outcomes (CLOs).

Findings

Reinforced evidence that authentic assessments create options for divergent learners and provide opportunities for applying practical and higher-order cognitive skills in tertiary education system of an emerging economy. With the focus on student ability in doing things, students with diversified backgrounds and abilities in Asia can be encouraged to take an active role in their own learning. The formats of the newly redesigned assessments allow multidimensional cognitive capabilities such as art development (posters and video tasks) and reflective exercises. Importantly, formative types of authentic assessments help to decrease the level of anxiety by emphasising the aspect of doing and lead to better student satisfaction with the courses. All of these effects are shown to be repeatable in an Asian economy.

Practical implications

Authentic assessments prepare students for the new world of work through a more focused scaffolding of their learning.

Originality/value

Stimulation of deeper learning in tertiary education students is relevant for a top performing Asian economy.

Keywords

Acknowledgements

The authors wish to thank the RMIT Teaching and Learning team for their continuous support with the authentic assessment project and ethics application.

Citation

Akbari, M., Nguyen, H.M., McClelland, R. and Van Houdt, K. (2022), "Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy", Education + Training, Vol. 64 No. 1, pp. 69-88. https://doi.org/10.1108/ET-04-2021-0121

Publisher

:

Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

Related articles