A Return to Doing: How Authentic Assessment Changes Higher Education

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Author(s): Karen M. Mattison (Capella University, USA), Heather Schroeder (Capella University, USA), Stacy L. Sculthorp (Capella University, USA)and Jaclyn Zacharias (Capella University, USA)
Copyright: 2017
Pages: 23
Source title: Handbook of Research on Competency-Based Education in University Settings
Source Author(s)/Editor(s): Karen Rasmussen (University of West Florida, USA), Pamela Northrup (Bigger Picture Strategy, USA)and Robin Colson (Tallahassee Community College, USA)
DOI: 10.4018/978-1-5225-0932-5.ch010

Keywords: Education / Higher Education / Information Science Reference

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Abstract

Elements that define competency-based education are provided, and followed by a history and evolution of this educational philosophy that has become increasingly attractive and necessary to both institutions and learners. Authentic assessment is introduced as the heart of competency-based education and as the instrumental element that differentiates competency-based education from traditional approaches. Examples of authentic assessment are provided from field-specific domains. Drivers from industry, government, and learners are described and linked with the progression of authentic assessment. The design and evaluation of authentic assessment is explored with a thorough explanation of the ways in which properties of reliability and validity are established. The chapter concludes with a forecast for the change that authentic assessment will bring in competency-based education.

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A Return to Doing: How Authentic Assessment Changes Higher Education

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