‘Being to Learn’ Rather Than ‘Learning to Be’: Shifting Thinking About Authentic Assessment
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Emerging from tensions created by theory–practice gap rhetoric, authentic assessment has been heralded as a pedagogical vaccine. Now firmly embedded in the vernacular of higher education, authentic assessment offers learning designers a rich pool of innovative possibilities. These approaches have been shown to boost student engagement while offering academics a defense of the relevance of their assessment designs. At its core, authentic assessment involves designing tasks that mirror real-world
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