Sound but feasible?: revisiting authentic assessment
SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2012
TITLE AUTHOR(S): K.Yu, G.Frempong
KEYWORDS: EVALUATION, TRADITIONAL ASSESSMENT
DEPARTMENT: Equitable Education and Economies (IED), Impact Centre (IC), Impact Centre (PRESS), Impact Centre (CC)
Web link: http://www.hsrc.ac.za/en/review/september-2012/Sound-but-feasible-revisiting-authentic-assessment
Intranet: HSRC Library: shelf number 7424
HANDLE: 20.500.11910/3255
URI: http://hdl.handle.net/20.500.11910/3255
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2012
TITLE AUTHOR(S): K.Yu, G.Frempong
KEYWORDS: EVALUATION, TRADITIONAL ASSESSMENT
DEPARTMENT: Equitable Education and Economies (IED), Impact Centre (IC), Impact Centre (PRESS), Impact Centre (CC)
Web link: http://www.hsrc.ac.za/en/review/september-2012/Sound-but-feasible-revisiting-authentic-assessment
Intranet: HSRC Library: shelf number 7424
HANDLE: 20.500.11910/3255
URI: http://hdl.handle.net/20.500.11910/3255
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The multifaceted debate around educational standards and assessment has taken a notable turn. In recent decades, there is a renewed interest in assessment instruments known as 'authentic assessment', comprising elements markedly similar to outcomes-based assessment. Ke Yu and George Frempong take a critical look at the advantages and disadvantages inherent in this form of assessment. Do classroom tests adequately assess higher-order thinking rather than merely rote learning and fact recall? Teachers have always used classroom tests and quizzes to check the progress of learners. When the stakes are higher, for example when a learner's fitness for graduation must be determined, an external test is usually administered. External and highly standardised tests are often considered to be more efficient and cost-effective. Among the criticisms of this form of traditional assessment, the chief argument questions its validity in that it may not truly reflect learner competence. There are also doubts whether these tests, particularly when they involve mainly multiple-choice questions, could adequately assess higher-order thinking rather than merely rote learning and fact recall. These tests also often come at a high price, such as exacerbating exam anxiety and promoting the teach-to-test syndrome.-
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