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dc.contributor.authorTay, Hui Yong
dc.date.accessioned2022-03-15T04:02:09Z
dc.date.available2022-03-15T04:02:09Z
dc.date.issued2018
dc.date.submitted2022-03-14T09:51:16Z
dc.identifierhttps://library.oapen.org/handle/20.500.12657/53278
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/79311
dc.description.abstractThis book examines the principles and practice of authentic assessment. It seeks to answer the following questions. What is authentic assessment? How is authentic assessment different from 'performance assessment' or 'alternative assessment'? How can authentic assessment support learner-centred education, especially when a performance-oriented culture favours pen-and-paper examinations? The book is structured into two major parts. The first, 'Principles of authentic assessment design', provides readers with a conceptual explanation of authenticity; the principles for designing quality authentic assessments for valid evidence of student learning; and guidance about how to develop quality rubrics to structure assessment tasks. The second part of the book, 'Theory into practice' provides examples developed by teachers to demonstrate an understanding of authentic assessment. The subject areas covered include humanities, languages, mathematics, sciences, character and citizenship. Two case studies are discussed to demonstrate how authentic assessment can be used to comprehensively address key learning objectives in a variety of curriculum contexts. This book provides practitioners with concrete examples on how to develop authentic assessment to suit their context and also enhance their students’ learning. The book will also enable teachers to face assessment challenges present in our changing world.
dc.languageEnglish
dc.rightsopen access
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.otherAuthentic Assessments; Designing; Quality; Learner-Centred Education; Performance Culture
dc.titleDesigning Quality Authentic Assessments
dc.typebook
oapen.relation.isPublishedByfa69b019-f4ee-4979-8d42-c6b6c476b5f0
oapen.relation.hasChapter78791d5e-4f67-41b6-bd90-fb8061c60cb6
oapen.relation.isbn9781138896505
oapen.relation.isbn9781138896529
oapen.relation.isbn9781315179131
oapen.imprintRoutledge
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).
oapen.peerreviewProposal review
peerreview.review.typeProposal
peerreview.anonymitySingle-anonymised
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.review.stagePre-publication
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.titleProposal review


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  • Tay, Hui Yong (2018)
    This book examines the principles and practice of authentic assessment. It seeks to answer the following questions. What is authentic assessment? How is authentic assessment different from 'performance assessment' or ...