A framework for determining the authenticity of assessment tasks : applied to an example in law
Burton, Kelley J. (2011) A framework for determining the authenticity of assessment tasks : applied to an example in law. Journal of Learning Design, 4(2), pp. 20-28.
Authentic assessment tasks enhance engagement, retention and the aspirations of students. This paper explores the discipline-generic features of authentic assessment, which reflect what students need to achieve in the real world. Some assessment tasks are more authentic than others and this paper designs a proposed framework supported by the literature that aids unit co-ordinators to determine the level of authenticity of an assessment task. The framework is applied to three summative assessment tasks, that is, tutorial participation, advocacy exercise and problem-based exam, in a law unit. The level of authenticity of the assessment tasks is compared and opportunities to improve authenticity are identified.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > LAW (180100) > Law not elsewhere classified (180199)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Law
Current > Schools > School of Law
|Copyright Owner:||Copyright 2011 Queensland University of Technology|
|Deposited On:||30 Oct 2012 23:51|
|Last Modified:||05 Dec 2012 05:42|
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