RESULT

Authentic assessment used in higher education in response to transparency

demands faces at least two challenges to authenticity. First, by using aggregate-based
scores at an institutional level, a lack of interchange ability between evaluation tasks
creates distorted judgement and bias. Second, relying on written products to capture
constructs like critical thinking can result in construct-irrelevant variance if score
variance reflects both written communication skill and variation in the construct of
interest.

REFLECTION

Authentic assessment has a great advantage in testing the learning

experiences and skills of the students about the real world situations. This kind of
assessment would benefit the learners when they finished their course and enter their
chosen profession. However, there is a big issue about this assessment that may affect
the learning of each learner and the validity of the educators and administrators. It may
create biased and distorted judgments towards the performance of the students and
there is a big possibility that a dystopia or a great suffering in educational system would
happen. According to the research article above, authentic assessment should be
paired with standardized assessment. Standardization is a traditional way in testing
someone’s knowledge and memory and it is a great strategy to attain the fairness and
comparability among the groups. It is a fact-based that authentic assessment can
function alone, on-the-contrary without the standardization, the scores that obtain from
authentic assessment can raise a concern if the score and interpretation were really
valid. As a future educator, this article helped me to realize that we need to utilize all
the assessment. Educators should not only focus in one assessment, this would help
the teachers to ensure if the students are really learning. At the end, we just want the
student to learn something and be career-ready so that they can function well in the
society and be a productive individual.

REFERENCE

Hathcoat, J., Penn, J., Barnes, L., & Comer, J. (2016). A Second Dystopia in Education:
Validity Issues in Authentic Assessment Practices. Retrieved from
https://www.proquest.com/docview/1825366753/abstract/C18634584B214261PQ/8?
accountid=31259