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The Effect of Authentic Assessment Strategy on Students Achievement in a Constructivist Classroom
PROCEEDINGS

, Florida State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The totality and authenticity of assessment, encompassing students' learning processes and products, can be a critical issue in a constructivist classroom. In this study, a gap between the results of students' real performance and the results of students' final achievement was identified. Authentic assessment strategy was suggested as a way to close the distance of this gap. The final achievement score was significantly different between the two groups; observation without feedback about performance was provided to one group but observation and clear feedback were provided to the other group. The results of this study suggest that authentic assessment strategy focusing on students' learning processes may have a positive influence on students' products. For a complete assessment, learning process should be considered with learning product.

Citation

Kim, S. (2003). The Effect of Authentic Assessment Strategy on Students Achievement in a Constructivist Classroom. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 257-260). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2020 from .

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