authentic-assessment
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- PaperAssessment & Evaluation in Higher Education4 Jul 2026
From authentic products to authenticated processes: a systematic conceptual review of authentic assessment in AI-rich higher education
Vangelis Tsiligiris
This systematic conceptual review synthesizes foundational and contemporary literature on authentic assessment in higher education under AI-rich conditions, leading to a six-dimension framework. The authors argue that authentic assessment should not be reduced to workplace simulation or treated primarily as a response to academic misconduct; instead, it is a multidimensional design orientation spanning contextual fidelity, cognitive demand, process transparency, student agency, inclusivity, and AI-aware validity. The key contribution is distinguishing authentic products from authenticated processes, emphasizing that validity under generative AI requires architectures that make human judgement and responsibility visible.
Original abstract
This article presents a systematic conceptual review of authentic assessment in higher education and develops a six-dimension framework for assessment design in digitally mediated and AI-rich conditions. Drawing on a retained corpus of 37 substantive sources, it synthesises foundational and contemporary literature on task fidelity, evaluative judgement, process evidence, inclusion, and AI-mediated validity. The synthesis shows that authentic assessment should not be reduced to workplace simulation or treated primarily as a response to academic misconduct. It is better understood as a multidimensional design orientation spanning contextual fidelity and consequential relevance, cognitive demand and evaluative judgement, process transparency and integrity, student agency and bounded choice, inclusivity and representational fairness, and AI-aware validity and ethical practice. The article’s main contribution is to distinguish authentic products from authenticated processes. It argues that assessment validity under generative AI depends not only on realistic outputs, but on architectures that make human judgement, verification, and responsibility visible. The framework offers review questions that support module-level and programme-level redesign by linking authenticity, evidence, validity, and accountable student judgement.
- PaperAssessment & Evaluation in Higher Education3 Jul 2026
The potential of authentic assessment in literary studies pedagogy and the problem with the ‘real world’
Sabine Kildea, Isobel Lavers, Hannah Upton, Claire Hansen
This article explores authentic assessment in literary studies, implementing a pilot 'Great Writers Festival' assessment that combined creative and critical options, groupwork, peer review, and a public event. It critiques the concept of 'real world' applicability in authentic assessment, arguing for a more nuanced understanding in humanities contexts.
Original abstract
This article explores the potential of authentic assessment in literary studies education while offering a critique of the understanding of authentic assessment as a means of fostering student experience in ‘real world’ contexts. We consider authentic assessment as it pertains to literary studies and the humanities and analyse the implementation of a pilot authentic assessment design at an Australian university. The pilot assessment, titled ‘The Great Writers Festival’, comprised creative and traditional critical assessment options, a blend of groupwork and individual contributions, peer review and self-evaluation, and culminated in a public event in which all students presented their final projects. Our article takes a twofold approach, in that while examining the implementation of an authentic assessment model in literary studies, we also interrogate the concept of ‘real world’ applicability in authentic assessment literature and practice. The essay analyses student assessment, self-evaluation and survey responses and evaluates the implementation of authentic assessment in a humanities discipline through a framework structured by five key traits: critical thinking; interpersonal skills; engagement; ontological knowledge and social impact.