Expert Consensus on Indicators of Authenticity in Problem-Based Assessment Tasks
Keywords:
Authentic assessment, problem-based learning, expert consensus, higher education, assessment design, qualitative research, indicators of authenticityAbstract
This study aims to identify expert consensus on the indicators of authenticity in problem-based assessment tasks within higher education contexts. A qualitative research design was employed, utilizing semi-structured interviews with 27 assessment and curriculum experts from universities and educational institutions in Tehran. Participants were selected purposively based on their expertise in assessment design and problem-based learning. Data collection continued until theoretical saturation was achieved. All interviews were audio-recorded, transcribed verbatim, and analyzed using NVivo software. Thematic analysis was conducted to identify major themes and subthemes, ensuring a rigorous and systematic exploration of expert perspectives. Analysis of the data revealed three overarching themes as key indicators of authenticity in problem-based assessment tasks: real-world relevance, cognitive demand and learner engagement, and assessment transparency and fairness. Within these themes, subthemes such as alignment with professional practice, societal impact, authentic resources, collaboration, reflection, clear criteria, equity, and student voice were identified as critical. Experts consistently emphasized the importance of simulating professional environments, addressing meaningful societal problems, fostering higher-order thinking, and ensuring transparent, inclusive assessment processes. The study provides a comprehensive, expert-informed framework for designing authentic problem-based assessments in higher education. By highlighting multidimensional indicators that span real-world alignment, cognitive complexity, and transparent, equitable practices, the findings offer practical guidance for educators and policymakers aiming to enhance the relevance, effectiveness, and fairness of assessment. Adoption of these indicators may better prepare students for the complex challenges of contemporary professional and societal contexts.
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