Abstract
Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from the often artificial constructs of university courses. As the Solicitors’ Regulation Authority (SRA) has recognised that delivery of the vocational stage of training should utilise authentic assessment techniques to improve students’ ‘Day One’ outcomes, the authors assert that authentic assessments, in accredited and university-run extra and co-curricular activities (ECCAs), should be used to improve student performance.
As the authors have found, delivering authentic assessment methods in ECCAs, using a combination of formative and summative techniques used throughout the assessment processes, improves student performance.
The traditional law degree method of delivery, which provides for disseminated information followed by the traditional ‘one-shot’ paper-based assessment – normally in the format of coursework and exams – is not the optimum way to train the legal practitioners of tomorrow. The authors assert that the authentic assessment model, which ‘flips’ the method of delivery from content-then-assessment to assessment-then-content is a more accurate reflection of legal practical life.
The improvement in performance is seen over two separate stages: (a) the pre-assessment stage; and (b) the mid-assessment stage.
At stage (a), the student receives the assessment paper at the beginning of the delivery process and is then encouraged to research the law to find support for their answer, rather than encouraging the use of law to construct an answer. This is the most effective method of assessing research skills, since it allows students to reach ‘outwards’ to all of the available legal material, and then rewards innovation when an answer is constructed. Conversely, under the traditional dissemination-then-assessment method, students take a more ‘inward’ approach to research, and rely on filtration and regurgitation of provided legal material to construct an answer.
At stage (b), the student receives continuous formative assessment, rather than the largely summative process in the traditional ‘one-shot’ approach to paper based assessments. This allows students the opportunity to improve performance mid assessment, and allows assessors an opportunity to test more than just legal knowledge skills – the ability to innovate under pressure, for one example.
When used conjunctively, stages (a) and (b) of the authentic assessment method in ECCA delivery, optimises student performance levels and provides a more accurate representation of the standards and methods of legal practice, as recognised and required by the SRA.
| Original language | English |
|---|---|
| Pages (from-to) | 383-391 |
| Journal | International Journal of Arts and Sciences |
| Volume | 9 |
| Issue number | 1 |
| Publication status | Published - 1 Jun 2016 |
Keywords
- authentic assessment
- formative and summative assessment
- co-curricular courses
- legal education
- Solicitors Regulation Authority
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Berger, D., & Wild, C. (2016). Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery. International Journal of Arts and Sciences, 9(1), 383-391. http://universitypublications.net/ijas/0901/index.html
Berger, Dan ; Wild, Charles. / Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery. In: International Journal of Arts and Sciences. 2016 ; Vol. 9, No. 1. pp. 383-391.
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abstract = "Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from the often artificial constructs of university courses. As the Solicitors{\textquoteright} Regulation Authority (SRA) has recognised that delivery of the vocational stage of training should utilise authentic assessment techniques to improve students{\textquoteright} {\textquoteleft}Day One{\textquoteright} outcomes, the authors assert that authentic assessments, in accredited and university-run extra and co-curricular activities (ECCAs), should be used to improve student performance.As the authors have found, delivering authentic assessment methods in ECCAs, using a combination of formative and summative techniques used throughout the assessment processes, improves student performance.The traditional law degree method of delivery, which provides for disseminated information followed by the traditional {\textquoteleft}one-shot{\textquoteright} paper-based assessment – normally in the format of coursework and exams – is not the optimum way to train the legal practitioners of tomorrow. The authors assert that the authentic assessment model, which {\textquoteleft}flips{\textquoteright} the method of delivery from content-then-assessment to assessment-then-content is a more accurate reflection of legal practical life.The improvement in performance is seen over two separate stages: (a) the pre-assessment stage; and (b) the mid-assessment stage.At stage (a), the student receives the assessment paper at the beginning of the delivery process and is then encouraged to research the law to find support for their answer, rather than encouraging the use of law to construct an answer. This is the most effective method of assessing research skills, since it allows students to reach {\textquoteleft}outwards{\textquoteright} to all of the available legal material, and then rewards innovation when an answer is constructed. Conversely, under the traditional dissemination-then-assessment method, students take a more {\textquoteleft}inward{\textquoteright} approach to research, and rely on filtration and regurgitation of provided legal material to construct an answer.At stage (b), the student receives continuous formative assessment, rather than the largely summative process in the traditional {\textquoteleft}one-shot{\textquoteright} approach to paper based assessments. This allows students the opportunity to improve performance mid assessment, and allows assessors an opportunity to test more than just legal knowledge skills – the ability to innovate under pressure, for one example.When used conjunctively, stages (a) and (b) of the authentic assessment method in ECCA delivery, optimises student performance levels and provides a more accurate representation of the standards and methods of legal practice, as recognised and required by the SRA.",
keywords = "authentic assessment, formative and summative assessment, co-curricular courses, legal education, Solicitors Regulation Authority",
author = "Dan Berger and Charles Wild",
note = "Berger, D & Wild, C (2016), 'Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor{\textquoteright}s Regulation Authority{\textquoteright}s (SRA) change towards legal vocational stage delivery', International Journal of Arts and Sciences, (IJAS), Vol 9(1): 383-392, June 2016. Available online at: http://universitypublications.net/ijas/0901/index.html",
year = "2016",
month = jun,
day = "1",
language = "English",
volume = "9",
pages = "383--391",
journal = "International Journal of Arts and Sciences",
issn = "1944-6934",
publisher = "Central Connecticut State University",
number = "1",
}
Berger, D & Wild, C 2016, 'Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery', International Journal of Arts and Sciences, vol. 9, no. 1, pp. 383-391. <http://universitypublications.net/ijas/0901/index.html>
Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery. / Berger, Dan; Wild, Charles.
In: International Journal of Arts and Sciences, Vol. 9, No. 1, 01.06.2016, p. 383-391.
Research output: Contribution to journal › Article › peer-review
TY - JOUR
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AU - Berger, Dan
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N1 - Berger, D & Wild, C (2016), 'Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery', International Journal of Arts and Sciences, (IJAS), Vol 9(1): 383-392, June 2016.Available online at: http://universitypublications.net/ijas/0901/index.html
PY - 2016/6/1
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N2 - Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from the often artificial constructs of university courses. As the Solicitors’ Regulation Authority (SRA) has recognised that delivery of the vocational stage of training should utilise authentic assessment techniques to improve students’ ‘Day One’ outcomes, the authors assert that authentic assessments, in accredited and university-run extra and co-curricular activities (ECCAs), should be used to improve student performance.As the authors have found, delivering authentic assessment methods in ECCAs, using a combination of formative and summative techniques used throughout the assessment processes, improves student performance.The traditional law degree method of delivery, which provides for disseminated information followed by the traditional ‘one-shot’ paper-based assessment – normally in the format of coursework and exams – is not the optimum way to train the legal practitioners of tomorrow. The authors assert that the authentic assessment model, which ‘flips’ the method of delivery from content-then-assessment to assessment-then-content is a more accurate reflection of legal practical life.The improvement in performance is seen over two separate stages: (a) the pre-assessment stage; and (b) the mid-assessment stage.At stage (a), the student receives the assessment paper at the beginning of the delivery process and is then encouraged to research the law to find support for their answer, rather than encouraging the use of law to construct an answer. This is the most effective method of assessing research skills, since it allows students to reach ‘outwards’ to all of the available legal material, and then rewards innovation when an answer is constructed. Conversely, under the traditional dissemination-then-assessment method, students take a more ‘inward’ approach to research, and rely on filtration and regurgitation of provided legal material to construct an answer.At stage (b), the student receives continuous formative assessment, rather than the largely summative process in the traditional ‘one-shot’ approach to paper based assessments. This allows students the opportunity to improve performance mid assessment, and allows assessors an opportunity to test more than just legal knowledge skills – the ability to innovate under pressure, for one example.When used conjunctively, stages (a) and (b) of the authentic assessment method in ECCA delivery, optimises student performance levels and provides a more accurate representation of the standards and methods of legal practice, as recognised and required by the SRA.
AB - Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from the often artificial constructs of university courses. As the Solicitors’ Regulation Authority (SRA) has recognised that delivery of the vocational stage of training should utilise authentic assessment techniques to improve students’ ‘Day One’ outcomes, the authors assert that authentic assessments, in accredited and university-run extra and co-curricular activities (ECCAs), should be used to improve student performance.As the authors have found, delivering authentic assessment methods in ECCAs, using a combination of formative and summative techniques used throughout the assessment processes, improves student performance.The traditional law degree method of delivery, which provides for disseminated information followed by the traditional ‘one-shot’ paper-based assessment – normally in the format of coursework and exams – is not the optimum way to train the legal practitioners of tomorrow. The authors assert that the authentic assessment model, which ‘flips’ the method of delivery from content-then-assessment to assessment-then-content is a more accurate reflection of legal practical life.The improvement in performance is seen over two separate stages: (a) the pre-assessment stage; and (b) the mid-assessment stage.At stage (a), the student receives the assessment paper at the beginning of the delivery process and is then encouraged to research the law to find support for their answer, rather than encouraging the use of law to construct an answer. This is the most effective method of assessing research skills, since it allows students to reach ‘outwards’ to all of the available legal material, and then rewards innovation when an answer is constructed. Conversely, under the traditional dissemination-then-assessment method, students take a more ‘inward’ approach to research, and rely on filtration and regurgitation of provided legal material to construct an answer.At stage (b), the student receives continuous formative assessment, rather than the largely summative process in the traditional ‘one-shot’ approach to paper based assessments. This allows students the opportunity to improve performance mid assessment, and allows assessors an opportunity to test more than just legal knowledge skills – the ability to innovate under pressure, for one example.When used conjunctively, stages (a) and (b) of the authentic assessment method in ECCA delivery, optimises student performance levels and provides a more accurate representation of the standards and methods of legal practice, as recognised and required by the SRA.
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KW - formative and summative assessment
KW - co-curricular courses
KW - legal education
KW - Solicitors Regulation Authority
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JO - International Journal of Arts and Sciences
JF - International Journal of Arts and Sciences
SN - 1944-6934
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Berger D, Wild C. Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery. International Journal of Arts and Sciences. 2016 Jun 1;9(1):383-391.
FAQs
What are the 5 components of authentic assessment? ›
Five dimensions of authentic assess- ment were distinguished: (a) the assessment task, (b) the physical context, (c) the social con- text, (d) the assessment result or form, and (e) the assessment criteria. These dimensions can vary in their level of authenticity (i.e., they are continuums).
What are the 4 types of assessment in special education? ›A Guide to Types of Assessment: Diagnostic, Formative, Interim, and Summative.
What is authentic assessment and how can it be used in a health education classroom? ›An authentic assessment evaluates if the student can successfully transfer the knowledge and skills gained in the classroom to various contexts, scenarios, and situations beyond the classroom.
What are the four principles of authentic assessment? ›• Fairness to all students.
Focus assessment on what really matters; • Ensure that assessments are valid indications of student competence; • Use assessment to support student learning; and • Develop assessment practices that use the teacher's time efficiently.
Authentic Assessment examples: Conduction research and writing a report. Character analysis. Student debates (individual or group)
What is an example of authentic assessment method? ›Presentations are the most common method of authentic assessment. Students get to discuss their work and validate their ideas in the presence of a mixed audience made up of their classmates, teachers, and external stakeholders like parents and technocrats.
What are the 3 main types of assessment? ›Assessment is integral to the teaching–learning process, facilitating student learning and improving instruction, and can take a variety of forms. Classroom assessment is generally divided into three types: assessment for learning, assessment of learning and assessment as learning.
What are the five purposes of assessment? ›Assessment purpose triangle. This graphical aid of the assessment purpose triangle depicts each of the basic purposes of assessment on opposing sides: assessment to support learning; assessment for accountability; assessment for certification, progress, and transfer.
What is the importance of assessment for learning? ›Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding.
What is the impact of using authentic assessment for the students learning? ›Authentic assessments help students analyze what they've learned and apply it their own experience. They don't have to memorize facts for a test, so they can use their creativity to show what they've learned.
What are examples of authentic assessment in the classroom? ›
- Performance-Based Assessments - Performance-based tests are authentic assessments that allow learners to show what they've learned. ...
- Interviews - Interview assessments are authentic assessments where a learner answers questions one-on-one.
Authentic assessment is the idea of using creative learning experiences to test students' skills and knowledge in realistic situations. Authentic assessment measures students' success in a way that's relevant to the skills required of them once they've finished your course or degree program.
What is one of the main principles of authentic assessment? ›Foster Critical Thinking
Recall that authentic assessments require learners to apply knowledge and skills in order to complete a task, demonstrate a performance, or solve a problem. They must employ critical, creative, and divergent thinking to construct their own unique responses to these challenges.
The purpose of authentic assessment is to provide students with ample opportunity to engage in authentic tasks so as to develop, use, and extend their knowledge, higher-order thinking, and other 21st-century competencies.
How do I create an authentic assessment? ›- Step 1: Identify the Standards.
- Step 2: Select an Authentic Task.
- Step 3: Identify the Criteria for the Task.
- Step 4: Create the Rubric. Home | What is it? | Why do it? | How do you do it?
- Observation.
- Essays.
- Interviews.
- Performance tasks.
- Exhibitions and demonstrations.
- Portfolios.
- Journals.
- Teacher-created tests.
Journals, portfolios, and electronic portfolios are examples of authentic learning tasks designed to showcase the student's work as well as give the student a means to reflect back on his/her learning over time.
What is the importance of authentic assessment in teaching and learning? ›Using authentic assessment is an effective way to teach and assess as it sets students up for success as well as being engaging and physically involves the students. It gives meaning to assessment tasks and students are learning skills in real life contexts which are used in the real world.
What is considered authentic assessment? ›Authentic assessments involve the application of knowledge and skills in real-world situations, scenarios, or problems. Authentic assessments create a student-centered learning experience by providing students opportunities to problem-solve, inquire, and create new knowledge and meaning.
What is the most important types of assessment? ›Formative Assessment is the most powerful type of assessment for improving student understanding and performance.
What are the elements of authentic assessment? ›
- Resemble real-world tasks and activities.
- Can be structured as written or oral assessments completed individually, in pairs, or in groups.
- Often presented as ill-structured problems with no right answers.
Assessments are authentic if they are realistic, require judgement and innovation and assess students' ability to effectively use their knowledge or skills to complete a task.
What is the importance of authentic assessment to students? ›Authentic assessments help students analyze what they've learned and apply it their own experience. They don't have to memorize facts for a test, so they can use their creativity to show what they've learned.
How do you ensure authenticity in assessment? ›The key is to devise a task that immerses students in a realistic 'project'. Ensure that they have time for planning, gathering the necessary information, consulting with others, revising and self-assessing. Ensure that students are clear about both the processes and outcomes expected of them in authentic assessment.