Supporting the evaluation of authentic assessment in environmental sciences: a case study
Authentic assessment–where instructors create a realistic, cognitively challenging learning environment–is critical in environmental science education. However, academic staff insufficiently rely on best practices in authentic learning due to lack of knowledge or interest. Here, we evaluate existing...
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sg-ntu-dr.10356-1806102024-10-21T15:30:43Z Supporting the evaluation of authentic assessment in environmental sciences: a case study Hamel, Perrine Lee, Wei Kit Asian School of the Environment Earth Observatory of Singapore Earth and Environmental Sciences Environmental education Urban resilience Authentic assessment–where instructors create a realistic, cognitively challenging learning environment–is critical in environmental science education. However, academic staff insufficiently rely on best practices in authentic learning due to lack of knowledge or interest. Here, we evaluate existing frameworks to improve the authenticity of higher-education courses by applying them to an environmental science course and evaluating its authenticity and effectiveness. Our evaluation relies on qualitative and quantitative data obtained from student surveys, as well as students’ reflective journals. We found that the course generally met the criteria of authenticity (realism, cognitive challenge, and evaluative judgement) and that students exhibited positive cognitive, affective, and behavioural responses to the course. Our research suggests that existing frameworks and tools can usefully support the evaluation of authentic assessment, although additional efforts are needed to lower barriers for non-expert academic staff to engage with the recent literature on authentic assessment and improve students’ experience. Nanyang Technological University National Research Foundation (NRF) Published version This work was supported by the National Research Foundation, Prime Minister’s Office under Grant NRF-NRFF12-2020-0009 and Nanyang Technological University, Singapore under the 2021 EdeX Grant. 2024-10-15T01:45:25Z 2024-10-15T01:45:25Z 2024 Journal Article Hamel, P. & Lee, W. K. (2024). Supporting the evaluation of authentic assessment in environmental sciences: a case study. Cogent Education, 11(1), 2399433-. https://dx.doi.org/10.1080/2331186X.2024.2399433 2331-186X https://hdl.handle.net/10356/180610 10.1080/2331186X.2024.2399433 2-s2.0-85204686542 1 11 2399433 en NRF-NRFF12-2020-0009 2021 EdeX Cogent Education © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. application/pdf |
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Earth and Environmental Sciences Environmental education Urban resilience Hamel, Perrine Lee, Wei Kit Supporting the evaluation of authentic assessment in environmental sciences: a case study |
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Authentic assessment–where instructors create a realistic, cognitively challenging learning environment–is critical in environmental science education. However, academic staff insufficiently rely on best practices in authentic learning due to lack of knowledge or interest. Here, we evaluate existing frameworks to improve the authenticity of higher-education courses by applying them to an environmental science course and evaluating its authenticity and effectiveness. Our evaluation relies on qualitative and quantitative data obtained from student surveys, as well as students’ reflective journals. We found that the course generally met the criteria of authenticity (realism, cognitive challenge, and evaluative judgement) and that students exhibited positive cognitive, affective, and behavioural responses to the course. Our research suggests that existing frameworks and tools can usefully support the evaluation of authentic assessment, although additional efforts are needed to lower barriers for non-expert academic staff to engage with the recent literature on authentic assessment and improve students’ experience. |
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Asian School of the Environment |
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Asian School of the Environment Hamel, Perrine Lee, Wei Kit |
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Article |
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Hamel, Perrine Lee, Wei Kit |
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Hamel, Perrine |
title |
Supporting the evaluation of authentic assessment in environmental sciences: a case study |
title_short |
Supporting the evaluation of authentic assessment in environmental sciences: a case study |
title_full |
Supporting the evaluation of authentic assessment in environmental sciences: a case study |
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Supporting the evaluation of authentic assessment in environmental sciences: a case study |
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Supporting the evaluation of authentic assessment in environmental sciences: a case study |
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supporting the evaluation of authentic assessment in environmental sciences: a case study |
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2024 |
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https://hdl.handle.net/10356/180610 |
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