Full Description
In this book, 37 international academics illustrate how authentic assessment is an effective measure of intellectual achievement as it requires the demonstration of deep understanding and complex problem solving through the performance of exemplary tasks. By exploring the concept of authentic assessment in both tertiary and school education, the authors in these chapters argue that authentic assessment is not only the measurement of significant intellectual accomplishments but also an important pedagogical structure.
Authentic assessment is a concept more closely defined as an umbrella term that seeks to immerse learners in environments where they can gain highly practical and lifelong learning skills. Authentic assessment has been on the educational agenda for a number of years and keeps being a powerful tool for assessing students' 21st century competencies in the context of global educational reforms.
Contributors are: Pınar Akyıldız, Fatma Nur Aktaş, Chrysoula Arcoudis, Tasos Barkatsas, Michael Belcher, Antonios Bouras, Athina Chalkiadaki, Jere Confrey, Rebecca Cooper, Yüksel Dede, Paul Denny, Zara Ersozlu, Ivan Fortunato, Linda Hobbs, Marj Horne, Fragkiskos Kalavasis, Katerina Kasimatis, Belinda Kennedy, Gillian Kidman, Huk Yuen Law, Susan Ledger, Kathy Littlewood, Jiabo Liu, Michelle Ludecke, Tricia McLaughlin, Juanjo Mena, Andreas Moutsios-Rentzos, Greg Oates, Anastasia Papadopoulou, Fabiano Pereira dos Santos, Angela Rogers, Gráinne Ryan, Rebecca Seah, Meetal Shah, Hazel Tan, Naomi Wilks-Smith, Dallas Wingrove, Qiaoping Zhang and Xiaolei Zhang.
Contents
Preface
Acknowledgements
List of Figures and Tables
Notes on Contributors
PART 1: Authentic Assessment and Evaluation Approaches and Practices in Tertiary Education
1 Can a Standards-Based Assessment of Teaching Be Authentic?
Rebecca Cooper and Michelle Ludecke
2 Authentic Assessment in STEM Education: An Integrative Review of Research
Hazel Tan and Gillian Kidman
3 Virtual Simulation in ITE: Technology Driven Authentic Assessment and Moderation of Practice
Zara Ersozlu, Susan Ledger and Linda Hobbs
4 Authentic Assessment to Promote Active Online Learning and Critical Reflection
Greg Oates and Paul Denny
5 A Holistic Review of Authentic Assessment in Mathematics Education
Qiaoping Zhang, Xiaolei Zhang and Jiabo Liu
6 A Model for Developing Preservice Mathematics Teachers' Mathematical Language Skills in the Context of Authentic Assessment
Fatma Nur Aktaş, Pınar Akyıldız and Yüksel Dede
7 Embedding Authentic Assessment in a Capstone Research Course in a Teacher Education Degree
Tricia McLaughlin, Kathy Littlewood, Belinda Kennedy and Tasos Barkatsas
8 Making It Happen: A Self-Study of Authentic Assessment for Learning in a Final Year Capstone Course
Gráinne Ryan and Dallas Wingrove
PART 2: Authentic Assessment Approaches and Practices in Primary and Secondary Education
9 Using Learning Trajectory-Based Ratio Curriculum and Diagnostic Assessments for Promoting Learner-Centred Instruction
Jere Confrey, Meetal Shah and Michael Belcher
10 Removing the Teacher 'Blind Spot': Developing a Comprehensive Online Place Value Assessment Tool for Year 3-6 Teachers
Angela Rogers
11 How Much Do They Know about 3D Objects: Using Authentic Assessment to Inform Teaching Practice
Rebecca Seah and Marj Horne
12 Humanising Mathematics Education through Authentic Assessment: The Story of Sarah
Huk Yuen Law
13 Translanguaging Pedagogies for Multilingual Learner Assessment
Naomi Wilks-Smith
PART 3: Educational Evaluation Approaches and Practices
14 Teacher Performance Evaluation Approach from a Brazilian Perspective: A Literature Review
Fabiano Pereira dos Santos, Ivan Fortunato and Juanjo Mena
15 A Systemic Approach to Authentic Evaluation in Education: The Case of Mathematics Teaching Effectiveness in Tertiary Engineering Education
Katerina Kasimatis, Andreas Moutsios-Rentzos and Fragkiskos Kalavasis
16 Parents' Views on the Authentic Evaluation of Students in the Experimental Schools of Greece
Antonios Bouras and Anastasia Papadopoulou
17 Authentic Evaluation and Authentic Leadership in Education: Two Converging Concepts in the Case of School Principals
Chrysoula Arcoudis, Anastasia Papadopoulou and Athina Chalkiadaki
Index
