In Pursuit of Authenticity in Assessment of Scientific Literacy
(English)Manuscript (preprint) (Other academic)
In this article we present a systematic review of how authenticity is used in science education research and discuss the implications these uses have for designing authentic classroom assessments. Authenticity of assessments have been discussed in education generally for decades, and depending on what is regarded as authentic science, assessment in science education becomes different. In this article we review research articles published between 2013 and 2014, in the three highest ranking journals in science education, regarding how authenticity is framed in science education. Our findings suggest that the uses vary greatly from referring to externally defined practices to student relevance. The findings are discussed with the notions of cultural and personal authenticity to suggest important aspects involved with designing science classroom assessments authentic to the different references. As a conclusion, we present a strategy for balancing assessment between cultural and personal authenticity.
authenticity, assessment, scientific literacy, review
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-119876OAI: oai:DiVA.org:su-119876DiVA: diva2:849119