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Authentic Assessment Contribution to Competence Based Education: Questions and Challenges

Alda Pereira (Universidade Aberta, Portugal), Luis Tinoca (Universidade Aberta, Portugal & Universidade de Lisboa, Portugal), and Isolina Oliveira (Universidade Aberta, Portugal & Universidade de Lisboa, Portugal)
Copyright: © 2010 |Pages: 287
EISBN13: 9781609602895|DOI: 10.4018/978-1-61520-749-7.ch015
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Abstract

The new adopted pedagogical model (Pereira et al., 2007) at a European distance teaching university called for the use of new assessment strategies aligned with the most recent paradigm for assessment design in online learning. This new scenario supported the introduction of new authentic assessment strategies (Gulikers, Bastiaens, & Kirschner, 2004) that allow learners to attain deeper levels of knowledge, professional development skills and thinking processes. In this case, the authors’ explored a tool (the Learning Contract) to facilitate assessment authenticity as a way to promote student learning. They explored the use of the Learning Contract to increase student’s responsibility and commitment for their own learning, while at the same time facilitating its alignment with their professional practice, and contributing to the development of their life-long learning competencies.
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