Authentic assessment: theoretical background and sources

Biesta (2009) distinguishes three domains of educational purpose:

• qualification (knowledge and skills)
• socialisation (becoming part of traditions and communities)
• subjectification / personal formation (growing into an autonomous, responsible person)

And he argues for the need to reconnect education with the question of purpose. The UvA educational vision, with “academic citizenship” as its guiding principle, aligns with this and aims to educate critical, socially engaged thinkers who connect academic knowledge with social responsibility.

Self-determination theory

Deci & Ryan’s (2000) self-determination theory identifies three basic psychological needs for intrinsic motivation: competence, autonomy and relatedness. Authentic assessment can support these needs through realistic and meaningful tasks, opportunities for choice, and authentic audiences and forms of collaboration that foster connection with others, the discipline and society.

Educationally authentic assessment

Quinlan et al. (2024) reframe authentic assessment in relation to students’ meaningful engagement. They conceptualise ‘educationally authentic assessment’ around different kinds of authenticity of outcomes (professional, societal, disciplinary, developmental) and identify design features that promote meaningful engagement: cognitive activation/challenge, utility value/realism, novelty, cultural sensitivity, peer interaction and choice.

Sources

• Biesta, G. Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability 21, 33–46 (2009). https://doi.org/10.1007/s11092-008-9064-9
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
• Quinlan, K. M., Sellei, G., & Fiorucci, W. (2024). Educationally authentic assessment: reframing authentic assessment in relation to students’ meaningful engagement. Teaching in Higher Education, 30(3), 717–734. https://doi.org/10.1080/13562517.2024.2394042
• McArthur, J. (2023). Rethinking authentic assessment: work, well-being, and society. Higher Education 85, 85–101. https://doi.org/10.1007/s10734-022-00822-y
• Ashford-Rowe, K., Herrington, J., & Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205–222. https://doi.org/10.1080/02602938.2013.819566
• Forsyth, H., & Evans, J. (2019). Authentic assessment for a more inclusive history. Higher Education Research & Development, 38(4), 748–761. https://doi.org/10.1080/07294360.2019.1581140