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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.

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).

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.

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

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

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.

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.

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.

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.

The present study aims to provide a better understanding of authentic assessment in the COVID-19 pandemic era by exploring how Indonesian lecturers perceive authentic assessment in terms of input, process and output. It also examines the issue through the theoretical lens of authentic assessment following the tenet of a five-dimensional framework (5DF) including assessment task, physical context, social context, assessment result and standard authentic criteria.

The study employed an exploratory sequential mixed-methods design to garner data through qualitative interviews and authentic assessment questionnaires in which 48 lecturers from four universities were involved.

The study gleaned two important findings. The qualitative data showed that the university teachers enacted the cognitive assessment fruitfully. The study shows that lecturer participants experienced difficulties in integrating cognitive, psychomotor and affective domains into authentic assessment tasks during the teaching and learning process. Additionally, the results of quantitative data support the qualitative data that lecturer participants faced challenges (asking students to demonstrate or perform the tasks) in implementing both social and physical contexts in authentic assessment tasks of online learning during COVID-19 pandemic.

The present study addresses practical and conceptual implications. Practically, it suggests the need to facilitate the development of lecturers' technological skills to design online authentic assessment in higher education that responds to fully online assessment, such as the prevalence of COVID-19 pandemic. Meanwhile, the study suggests that lecturers need to build their understanding of 5DF theoretical lens which include assessment tasks, physical contexts, social contexts, assessment result and standard authentic criteria to enhance their literacy in enacting authentic assessment.

Although many studies have investigated the implementation of authentic assessment in higher education, only a few have examined how lecturers perceived online authentic assessment during the COVID-19 pandemic. The present study contributes to developing conceptual and empirical evidence regarding lecturers' perception of the implementation of authentic assessment based on 5DF theoretical lens in higher education settings during the pandemic of COVID-19.

The purpose of this paper is to explore the extent to which student assessments used in two capstone courses in a Master’s in Human Resource Management (HRM) Program were authentic, and encouraged confidence in competencies identified.

A qualitative approach was taken to evaluate the perception of lecturers, clients and students regarding authenticity of assessments and the competencies achieved. The authors used a five-dimensional framework for authentic assessment developed by Gulikers et al. (2004) as a basis for an online survey of the students and focus group, reflection of the client and for self-reporting their reflections.

It was found that the assessments in the two courses were aligned with the five criteria of the framework for defining authentic assessments developed by Gulikers et al. (2004), however, there were challenges noted by the students and clients. Students reported attaining some of the competencies identified in the HRM graduate competency profile but needing reinforcement for more confidence. While the students felt that they benefitted, one major challenge of the authentic assessments was the heavy workload.

Graduate programs in HRM may be producing students without the relevant competencies and the confidence to perform, partly because approaches to teaching and learning and in particular design of assessments may not be sufficiently practical. The findings of this study can provide support for more authentic assessments in professional business education programs.

Few cases studies exist on application of authentic assessments to mastery of competencies in developing countries. This contributes to the discussion on competency-based education and authentic learning, with particular reference to developing country contexts.

A key role of the external examiner is to review student work submitted for assessment plus the feedback and grading undertaken on that work by academic staff. The aim of this is to ensure equitability between the assessments of individual students’ achievement and consistency and comparability across courses throughout the program and with commensurate study levels and programs at other institutions, whilst safeguarding academic standards. The variety of assessment-types that an external examiner may review can be diverse. When the primary focus of the work being assessed is tangible, such as with written examinations or assignments, external examiners are able to view student achievements and assessor actions through a lens comparable to that of the original assessors. However, this process cannot adequately capture assessment-types where the only evidence is proxies to the original achievement. In this chapter, the authors explore the concept of authentic assessments, the benefits of incorporating them within study programs, identify challenges pertaining to their presence to holistic quality assurance (QA) processes in general, and the role of the external examiner in particular. The authors will demonstrate how adopting non-intrusive technologies for recording and verifying authentic assessment practices can strengthen the QA process for the benefit of all stakeholders. For illustration, a case study is employed to demonstrate how these challenges have been tackled regarding performance-based authentic assessments at an institution in Norway. The chapter concludes with a summary plus a call to arms for further research into how quality and consistency can be assured when authentic assessments are employed.

To explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research.

The relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case example to identify unique pedagogical features of work-based learning as they are linked to assessment.

A dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented.

The pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined.

The purpose of this paper is to provide an overview of the learning outcomes assessment process and a five‐step, systematic approach for incorporating learning outcomes assessment into information literacy instruction. The paper focuses specifically on using performative and authentic assessments to measure higher‐level skills and ensure that students are able to perform the information literacy skills that library instruction programs intend to teach.

The authors reviewed current assessment literature from both the information literacy and instructional design fields and pulled successful examples from their respective institutions in order to provide an overview of how best to incorporate performative and authentic assessment into the information literacy instruction process. This also includes discussions of assessment terminology, tools, and strategies.

Engaging in learning outcomes assessment can be invaluable when performed as part of the information literacy instruction process. Following a systematic approach and incorporating tools that allow for performative and authentic assessment will enable librarians to successfully ascertain if students can do what we teach them to do.

This paper provides instruction librarians with a structured way to integrate learning outcomes assessment into their information literacy programs, and it includes an extensive exploration of assessment strategies and tools as they relate to fostering information literacy skills.

There is limited literature on the use of performative and authentic assessment in information literacy instruction. The exploration of a wide selection of possible assessment tools, specifically – their benefits and drawbacks – is especially valuable.

Reflection on performance and progress prepares students for workplace environments where self-management is expected, and yet this is something students are not often required to do formally in higher education (HE). This paper explores this gap in students' ability and seeks to address it through a reconsideration of summative assessment practices which, particularly in light of COVID-19, must align with the needs of graduates and their employers.

The paper draws from data collected from the summative reflective assessment reports that degree apprentices (DAs) submitted during the final year of their Business Management degree while undertaking a problem-based module. We undertook a document analysis of these reports and used thematic analysis where we systematically looked for repeated themes in students' reflections.

Students problematise the skills needed during COVID-19, and beyond, both in their academic studies and the workplace. Authentic assessment provides opportunities for students to work on skills and projects which are relevant to them. Through reflective accounts of skills they developed, students were able to bridge academic and professional practice and identify areas of convergence. Students engaged with academic theories in a constructive and meaningful way which suggests that authentic reflective accounts as part of assessment have the potential to maintain academic rigour.

Skills development can bring the workplace into HE in a meaningful and systematic way and this article provides guidance for those looking to introduce reflection on skills to other courses. We suggest how this model can be utilised across modules which do not have work-integrated learning in their delivery.

Brand narratives are created to differentiate brands, and consumers base their assessments of a brand’s authenticity on this narrative. We propose that the default consumer position is to accept a brand’s narrative, and we find that consumers maintain belief in this narrative even when explicitly reminded that it is manufactured by firms with an underlying profit motive. Because belief seems to be the default position adopted by consumers, we investigate what factors act as disruptors to this default position, thereby reducing assessments of authenticity.

This research uses a series of studies to investigate when and why consumers view some brand stories as authentic and others less so. In addition, we examine the impact of changes to authenticity assessments on managerially important brand outcomes.

Only when one or more authenticity disruptors are present do consumers begin to question the authenticity of the brand narrative. Disruption occurs when the focal brand is perceived to be nakedly copying a competitor, or when there is a gross mismatch between the brand narrative and reality. In the presence of one or both of these disruptors, consumers judge brands to be less authentic, report lower identification, lower assessments of brand quality and social responsibility, and are less likely to join the brand’s community.

Creating compelling brand stories is an important aspect of any marketing manager’s job; after all, these narratives help drive sales. Care must be taken when crafting narratives however, since consumers use these as the basis of their authenticity assessments, and brands deemed inauthentic are penalized.

Purpose – To highlight and discuss a framework for promoting effective classroom assessment practice that supports the language and literacy development of English Learners (ELs).

Design/methodology/approach – Though it includes some practical recommendations, it primarily synthesizes the work found in theoretical books on EL assessment.

Findings – Provides information on the main issues teachers need to consider for engagement in effective assessment practices at the classroom levels, with particular attention to classroom-based assessment. It highlights the need for considering a multiliteracies approach.

Research limitations/implications – It focuses on ELs in the U.S. K-12 system, therefore, it does not encompass all the possible types of ELs. It does not focus on high-stakes testing.

Practical implications – A very useful source of information for both preservice and in-service teachers of ELs.

Originality/value – This chapter offers an overview of essential elements involved in the assessment of special populations of students as is the case of ELs in U.S. public schools.