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 37 sources to develop a six-dimension framework for authentic assessment in higher education under generative AI. The framework distinguishes authentic products from authenticated processes, arguing that validity depends on architectures that make human judgement and verification visible. The review offers practical design questions for program-level redesign.
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
The article examines authentic assessment in literary studies, critiquing the 'real world' framing. It analyzes a pilot 'Great Writers Festival' assessment combining creative and critical options, group work, peer review, and a public event. The authors evaluate outcomes through five traits: critical thinking, interpersonal skills, engagement, ontological knowledge, and social impact.
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.
- PaperAssessment & Evaluation in Higher Education8 Jun 2026
Authentic assessment in higher education: conceptual evolution, key debates and implications for practice
Yusuf Josiah
Authentic assessment in higher education has evolved from early performance-oriented tasks to contemporary models emphasizing sustainability, digital mediation, and lifelong learning. The article traces this conceptual evolution, highlights debates around employability, equity, and academic integrity, and provides a framework for future research on implementation across diverse contexts.
Original abstract
Authentic assessment has become increasingly central in higher education, reflecting a shift away from traditional, decontextualised testing toward assessment practices emphasising meaningful learning, integrated competence and the application of knowledge in context. Despite its growing prominence, authentic assessment remains conceptually fragmented, encompassing task-focused, competence-oriented, and more recent embedded and future-oriented interpretations. This article presents a comprehensive conceptual review tracing the evolution of authentic assessment from its early performance-oriented formulations in the late 1980s to contemporary conceptualisations emphasising sustainability, digital mediation, ethical engagement with emerging technologies and lifelong learning capabilities. The article synthesises historical and theoretical developments to examine how authenticity has been reframed in response to changing educational priorities and institutional contexts. It also highlights key debates in authentic assessment and tensions surrounding employability, equity, standardisation, digitally mediated learning environments and academic integrity. By providing an analytically structured account of the conceptual evolution of authentic assessment, the article clarifies conceptual ambiguities, situates contemporary developments within a broader historical trajectory and provides a foundation for future empirical research on the mechanisms, implementation and outcomes of authentic assessment across diverse higher education contexts.