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Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution: Implication for Student Competency

Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution: Implication for Student Competency

Abatihun Alehegn Sewagegn, Boitumelo Molebogeng Diale
Copyright: © 2020 |Pages: 16
ISBN13: 9781799823148|ISBN10: 1799823148|EISBN13: 9781799823162
DOI: 10.4018/978-1-7998-2314-8.ch013
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MLA

Sewagegn, Abatihun Alehegn, and Boitumelo Molebogeng Diale. "Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution: Implication for Student Competency." Assessment, Testing, and Measurement Strategies in Global Higher Education, edited by Elena Aurel Railean, IGI Global, 2020, pp. 256-271. https://doi.org/10.4018/978-1-7998-2314-8.ch013

APA

Sewagegn, A. A. & Diale, B. M. (2020). Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution: Implication for Student Competency. In E. Railean (Ed.), Assessment, Testing, and Measurement Strategies in Global Higher Education (pp. 256-271). IGI Global. https://doi.org/10.4018/978-1-7998-2314-8.ch013

Chicago

Sewagegn, Abatihun Alehegn, and Boitumelo Molebogeng Diale. "Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution: Implication for Student Competency." In Assessment, Testing, and Measurement Strategies in Global Higher Education, edited by Elena Aurel Railean, 256-271. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2314-8.ch013

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Abstract

Authentic assessment plays a great role in enhancing students' learning and makes them competent in their study area. Studies indicate that assessment is authentic when the tasks have real-life value and students perform real-world tasks. Therefore, this chapter shows how lecturers practice authentic assessment to enhance students' learning in a higher education institution. To achieve this, the authors used a phenomenological qualitative research design. An interview was used to collect data. The result indicated that lecturers are highly dependent upon traditional assessment methods, which have no significant contribution to the competency of students. The practice of authentic assessment methods as a tool to enhance students' learning is limited. Therefore, the authors can conclude that enhancing students' learning using authentic assessment in their study areas is untenable if the lecturers continue to utilize their current assessment practices.

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