The authenticity of ‘authentic’ assessment some faculty perceptions
The attempt to embed Authenticity within the learning process in higher education has been a driving principle within many pedagogical approaches to Higher Education developed over the past three decades. The desire to allow students to learn in a manner that closely resembles the way in which expertise is developed outside the academic environment is a central element of problem-based, inquiry-based and projectbased learning. Exploring the implications of authenticity for student achievement and the ways in which this should be assessed has led to innovative teaching methods and ways of evaluating student performance. Unfortunately, authenticity, and authentic assessment in particular, are…
Searching for Global Employability : Can Students Capitalize on Enabling Learning Environments?
Literature on global employability signifies “enabling” learning environments where students encounter ill-formed and open-ended problems and are required to adapt and be creative. Varying forms of “projects,” co-located and distributed, have populated computing curricula for decades and are generally deemed an answer to this call. We performed a qualitative study to describe how project course students are able to capitalize on the promise of enabling learning environments. This critical perspective was motivated by the circumstance of the present-day education systems being heavily regulated for the precipitated production of human capital. The students involved in our study described edu…