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- 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.