Traditional versus authentic assessments in higher education
DOI:
https://doi.org/10.47750/pegegog.12.01.29Keywords:
authentic assessment; traditional assessment; accreditation; students’ performance.Abstract
This study aimed to explore the effect of authentic and traditional assessment on students’ performance in the field of health sciences. Both qualitative and quantitative research designs were used in this study. The researchers in this study designed a questionnaire containing 20 items: 10 items represented traditional assessment and the other 10 represented authentic assessment. The survey sample used in this study consisted of 157 students and 52 educators. In addition, the researchers interviewed 10 educators for the qualitative research part and 25 graduate students as an experimental sample. The main findings of this study indicated that educators preferred using both traditional testing tools and the preference towards traditional and authentic tools depended on academic qualification. This implies the importance of organising institution in-service courses for educators, which may depend not only on the nature of the training but also on the academic qualifications of the participants. Furthermore, it is important to note that while many educators reported their preference in utilising novel evaluation methods, a small proportion of them did not deem authentic assessment as their preferred way of assessing students’ performance. This could partly be the result of adopting a traditional curriculum instead.
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