Authentic assessment has been proposed as having potential to enhance student learning for a changing world. Conventionally, assessment is seen to be authentic when the tasks are real-to-life or have real-life value. Drawing on Martin Heidegger's work, we challenge this conceptualisation as narrow and limited. We argue that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into question, challenging public assumptions and striving to take a stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming. © 2013 Philosophy of Education Society of Australasia.
CITATION STYLE
Vu, T. T., & Dall’Alba, G. (2014). Authentic Assessment for Student Learning: An ontological conceptualisation. Educational Philosophy and Theory, 46(7), 778–791. https://doi.org/10.1080/00131857.2013.795110
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