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    Authentic assessment and the Internet: contributions within knowledge networks

    130815_Authentic%20Assessment%20and%20the%20Internet%20PID%20130815.pdf (43.72Kb)
    Access Status
    Open access
    Authors
    Allen, Matthew
    Date
    2009
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Allen, Matthew. 2009. Authentic assessment and the Internet: contributions within knowledge networks, in Dron, J. and Bastiaens, T. and Xin, C. (ed), World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009, Oct 26 2009, pp. 1505-1510. Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
    Source Title
    Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009
    Source Conference
    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009
    Additional URLs
    http://www.editlib.org/p/32671
    Faculty
    Department of Internet Studies
    School of Media, Culture and Creative Arts
    Faculty of Humanities
    Remarks

    Copyright © 2009 Association for the Advancement of Computing in Education (AACE). All Rights Reserved.

    The link to the Publisher's website is available at: http://www.aace.org/conf/edmedia/

    URI
    http://hdl.handle.net/20.500.11937/24027
    Collection
    • Curtin Research Publications
    Abstract

    This paper identifies the importance of assessment for student learning, especially "authentic assessment". While recognising that authenticity can be judged against the alignment of assessment with learning goals, and of assessment with real-life activities, the paper asserts a new element: the degree to which the Internet is part of the everyday lives of most university students. Thus, a third form of authenticity emerges when assessment is aligned with students' use of the Internet for simultaneous informal and formal learning, and the nature of the Internet as a place of active knowledge networking, involving co-creation of information and knowledgeable content (a consequence of the emergence of Web 2.0). The paper argues that developments in assessment using the Internet will only be authentic if they take account of the way the Internet functions outside of higher education, rather than seeing it as an educational technology divorced from its own authenticity.

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