Journal articles: 'Authentic learning'

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Brennan, Barrie. "Authentic professional learning." Studies in Continuing Education 33, no. 3 (November 2011): 367–69. http://dx.doi.org/10.1080/0158037x.2011.609667.

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Firth, Malcolm. "Authentic practice-learning." Social Work Education 9, no. 3 (January 1990): 20–30. http://dx.doi.org/10.1080/02615479011220181.

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Roach, Kate, Emanuela Tilley, and John Mitchell. "How authentic does authentic learning have to be?" Higher Education Pedagogies 3, no. 1 (January 2018): 495–509. http://dx.doi.org/10.1080/23752696.2018.1462099.

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Reed, Whitney. "LEARNING TO BE AUTHENTIC." CALICO Journal 7, no. 4 (January 14, 2013): 7–10. http://dx.doi.org/10.1558/cj.v7i4.7-10.

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Knobloch, Neil A. "Is Experiential Learning Authentic?" Journal of Agricultural Education 44, no. 4 (December 2003): 22–34. http://dx.doi.org/10.5032/jae.2003.04022.

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Clayden, Elizabeth, Charles Desforges, Colin Mills, and William Rawson. "Authentic activity and learning." British Journal of Educational Studies 42, no. 2 (June 1994): 163–73. http://dx.doi.org/10.1080/00071005.1994.9973991.

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Herrington, Jan, Jenni Parker, and Daniel Boase-Jelinek. "Connected authentic learning: Reflection and intentional learning." Australian Journal of Education 58, no. 1 (January 24, 2014): 23–35. http://dx.doi.org/10.1177/0004944113517830.

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Gratz, Erin, Bettyjo Bouchey, Megan Kohler, Monica L. Simonsen, and Jessica L. Knott. "Creating Authentic Learning Through Online Personal Learning Networks." International Journal of Online Pedagogy and Course Design 11, no. 2 (April 2021): 31–47. http://dx.doi.org/10.4018/ijopcd.2021040103.

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As educators face challenges in creating and cultivating authentic learning experiences in online education, a new paradigm for peer-to-peer learning has emerged: personal learning networks (PLNs). This article outlines autoethnographic research conducted in summer 2019, in which six participants from distinct virtual PLNs reflected on the benefits of PLNs as a model of peer-to-peer learning, how their experiences within PLNs aligned with Rule's themes of authentic learning and ways PLNs can be incorporated into online programming to create deep, authentic learning environments. The study findings align with the core principles of authentic learning: (a) real-world scenarios, (b) inquiry and thinking skills, (c) discourse with the community, and (d) empowerment. The study makes a strong case for the incorporation of PLNs into traditional online programming as a means to create unique and authentic learning experiences.

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Hasnine, Mohammad Nehal, Hiroaki Ogata, Gökhan Akçapınar, Kousuke Mouri, and Keiichi Kaneko. "Closing the Experiential Learning Loops Using Learning Analytics Cycle." International Journal of Distance Education Technologies 18, no. 3 (July 2020): 78–98. http://dx.doi.org/10.4018/ijdet.2020070105.

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In ubiquitous learning, authentic experiences are captured and later reused as those are rich resources for foreign vocabulary development. This article presents an experiential theory-oriented approach to the design of learning analytics support for sharing and reusing authentic experiences. In this regard, first, a conceptual framework to support vocabulary learning using learners' authentic experiences is proposed. Next, learning experiences are captured using a context-aware ubiquitous learning system. Finally, grounded in the theoretical framework, the development of a web-based tool called learn from others (LFO) panel is presented. The LFO panel analyzes various learning logs (authentic, partially-authentic, and words) using the profiling method while determining the top-five learning partners inside a seamless learning analytics platform. This article contributes to the research in the area of theory-oriented design of learning analytics for vocabulary learning through authentic activities and focuses on closing the loops of experiential learning using learning analytics cycles.

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Chabeli, Mary, Anna Nolte, and Gugu Ndawo. "Authentic Learning: A Concept Analysis." Global Journal of Health Science 13, no. 4 (February 15, 2021): 12. http://dx.doi.org/10.5539/gjhs.v13n4p12.

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Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in and addressing real life problems that demand the use of higher order thinking skills (HOTS), real world resources and tools while thinking and acting like experts. However, AL is a concept that is ambiguous and abstract therefore challenges nurse educators in fully engaging learners in such problems thus limiting their development of HOTS. The purpose of this article was to describe the concept analysis process that was followed to clarify AL, provide conceptual meaning in nursing education, and formulate a theoretical definition using Walker and Avant’s eight-step method. Definitions, nature, characteristics and uses of AL were sought and the researchers explored 160 publications which included dictionaries, encyclopaedias, thesauri, conference papers, research reports, journal articles and subject-related literature across multiple disciplines to critically analyse AL. A 17-year period from 1988 to 2015 was used to search several databases. The defining attributes which included antecedents, the process and consequences of AL emerged. The consequence of AL in nursing education is a competent, critical, autonomous, independent, lifelong graduate desirable for the 21st-century global healthcare system. A theoretical definition of AL was also formulated. The study findings indicated that nurse educators can be assisted to design AL tasks that expose learners to AL thus implications were stated and recommendations were made.

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Young, Kirsty. "eBay: An Authentic Learning Object." International Journal of Learning: Annual Review 15, no. 3 (2008): 185–94. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45668.

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Gillham, David. "Authentic Tasks for Online Learning." Journal of the World Universities Forum 3, no. 2 (2010): 129–34. http://dx.doi.org/10.18848/1835-2030/cgp/v03i02/56656.

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Ancho, Inero, and Rochelle S. Serbo. "Authentic Learning in Teaching Economics." Journal Of Research, Policy & Practice of Teachers & Teacher Education 9, no. 1 (June 17, 2019): 1–11. http://dx.doi.org/10.37134/jrpptte.vol9.no1.1.2019.

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Iucu, Romiţă B., and Elena Marin. "Authentic Learning in Adult Education." Procedia - Social and Behavioral Sciences 142 (August 2014): 410–15. http://dx.doi.org/10.1016/j.sbspro.2014.07.702.

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Bennett, John P. "Lifelong Leisure Activities = Authentic Learning." Journal of Physical Education, Recreation & Dance 66, no. 3 (March 1995): 4–5. http://dx.doi.org/10.1080/07303084.1995.10607049.

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Michael Klipfel, Kevin. "Authentic engagement." Reference Services Review 42, no. 2 (June 3, 2014): 229–45. http://dx.doi.org/10.1108/rsr-08-2013-0043.

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Purpose – The purpose of this case study is to measure the impact of authenticity – the operation of one’s true self in one’s daily activities – on student engagement and learning in the context of information literacy instruction. Design/methodology/approach – The study was conducted during information literacy instruction for English 105 classes at the House Undergraduate Library at the University of North Carolina at Chapel Hill. A classroom modeling exercise was developed to help students choose authentic topics of interest. Students then filled out a questionnaire to assess whether choosing authentic topics led to increased engagement and increased learning according to Association of College & Research Libraries (ACRL) Information Literacy Competency Standards compared to students in the control group. Results were analyzed using an independent samples t-test. Findings – The data illustrate that the exercise successfully helped students choose authentic topics and that these students’ motivation to learn was higher than students in the control group. Students in the experimental group also, on average, rated their learning of ACRL Information Literacy Competency Standards significantly higher than students in the control group. Originality/value – The study provides the first empirical data confirming the positive impact of authenticity on student motivation and learning in the context of information literacy instruction. An implication of the study is that it is possible not only to provide students with resources – as the traditional role of librarians might have it – but also that librarians can have a positive and substantial impact on the content students choose to work on, and the degree to which they care about it. The impact of this particular result could radically change the way instruction librarians view the nature and scope of their pedagogical role in academic libraries.

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Herrington, Jan, Thomas C. Reeves, and Ron Oliver. "Immersive learning technologies: Realism and online authentic learning." Journal of Computing in Higher Education 19, no. 1 (September 2007): 80–99. http://dx.doi.org/10.1007/bf03033421.

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Karakaş-Özür, Nazan, and Neşe Duman. "The Trends in Authentic Learning Studies and the Role of Authentic Learning in Geography Education." International Education Studies 12, no. 12 (November 29, 2019): 28. http://dx.doi.org/10.5539/ies.v12n12p28.

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Schools are the basic environments where learning takes place. The quality of these environments and acquirement of the knowledge and skills expected by societies have caused the disconnection between real life and the school. One of the main subjects of education circles in the 21st century has been what to do in order to ensure the connection between real life and education. In this context, the subject of the study is the authentic learning strategy which aims to bring real life subjects and students together. Although this strategy was first introduced in studies conducted in the United States of America in the 1990s, its philosophical roots go back to the 19th century. According to authentic learning, students’ encounter with real life situations or subjects in learning will be effective in raising effective citizens and increasing the quality of learning. The study focuses on how authentic learning is shaped in the literature and what place it takes in the Geography Curriculum of the Ministry of National Education (MoNE, 2018). The main features of authentic learning were determined, and a template was developed by means of the document review method and descriptive content analysis technique. The suitability of this template for the features was examined by reviewing the acquirements with the application principles of the GC 2018 and the explanations in the introduction section. In conclusion, it was determined that all the features required for authentic learning are present in the GC.

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Yildiz, Ezgi Pelin. "Analysis of the last 10 years of articles and theses on authentic learning: A meta-analysis study." New Trends and Issues Proceedings on Humanities and Social Sciences 8, no. 3 (October 4, 2020): 78–91. http://dx.doi.org/10.18844/prosoc.v8i3.6400.

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The aim of this research is to examine articles and thesis studies in the field of authentic learning approaches and applications in education in the last 10 years and to reveal the trends in this context. In the methodology part of the research, the meta-analysis method was used. Meta-analysis studies refers to the critical review and integration of the findings of separate studies. For the purpose of the study, a total of 111 pieces of research, published between 2010 and 2021 and selected by purposeful sampling method were analyzed. Databases used in research are Eric, IEEE Xplore, Ebsco, Springer, Science Direct, Scopus, Web of Sciences. Authentic learning approaches and applications in education throughout the world were examined under 16 criteria. These data were interpreted based on percentage and frequency. As a result, authentic learning approaches and applicationare integrated in many fields such as ICT, engineering, network learning technology, nursing, curriculum & instruction, geography, medicine and more. Keywords: Learning Approaches, Meta-Analysis, Publication Classification, Authenic, Analysis

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Agbesi Wornyo, Albert, Ernest Kwesi Klu, and Hlaviso Motlhaka. "Authentic Learning: Enhancing Learners’ Academic Literacy Skills." International Journal of Applied Linguistics and English Literature 7, no. 4 (July 1, 2018): 56. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.56.

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Several studies have shown that authentic learning facilitates learners’ acquisition of knowledge, understanding of concepts and application of skills to solve real life problems. This study explores how authentic learning can be used to help English as a Second Language (ESL) learners to acquire academic literacy skills. The objective of the study was to observe students’ reaction to authentic learning, to find out their learning styles and to find out their views about the authentic learning tasks and activities. The study adopted observation and a qualitative free text comments approach to collect data about students’ reaction to the authentic learning activities and students’ learning styles. In addition, focus group discussions and interviews were conducted to let students express their views about the authentic learning tasks and activities that were implemented. The paper presents the views of students about the authentic learning tasks and activities that were implemented. The students reacted positively to the authentic learning tasks and activities and expressed satisfaction. The findings of the study demonstrate that authentic learning can be used to enhance the academic literacy skills of ESL learners.

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Cochrane, Thomas, and David Sinfield. "A Model for Designing Authentic Learning." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 11, 2019): 8. http://dx.doi.org/10.24135/pjtel.v2i1.29.

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Student internships and work experience schemes provide students with highly authentic learning experiences (Bosco & Fern, 2014). Therefore many university programmes include a job-experience element that students must demonstrate completion of, usually through a report signed by the employer that the student has managed to find work with over their summer break. Auckland University of Technology provides a summer student scholarship scheme that provides contestable scholarship funding for students to work on university specified projects over the summer break. Each scholarship requires 370 hours of project-related work, followed by a summary report. In this presentation we explore a model that extends the summer student scholarship concept as part of a longer term collaboration between university students, academic supervisors, and industry representatives. This extended model brokers real world projects that benefit the wider community through developing solutions to health care problems in collaboration with a local district health board (ADHB or Auckland District Health Board). In this model communication design students apply to form design teams, selected and supervised by university academics, to address design briefs from the district health board’s Design Lab. Key aspects of this collaboration include: developing a sense of trust between the university and the district health Design Lab, establishing a supervision team and protocols, and establishing an ecology of supporting resources - including providing students with the work space and infrastructure access to achieve the project goals. The summer student scholarships are designed to be the first step in a long term collaboration that will potentially lead into major undergraduate student projects and post-graduate research. The summer scholarship projects use a Design Based Research (DBR) methodology (McKenney & Reeves, 2018) to address the first design stages of specific health care problems: analysis and exploration, and initial prototype design. The following stages of a DBR methodology (design implementation, evaluation, and redesign) are addressed through subsequent major student projects or post graduate research following agreement with the district health Design Lab after the presentation of the summer student scholarship project outcomes. The scope of the projects aim to explore the potential of wearable and mobile technologies to enhance health care practice and the patient experience (Rich & Miah, 2017). The research questions underpinning the extended student scholarship model are: In what scenarios can wearable and mobile technologies most effectively enhance health care practice and the patient experience? What are the design principles that can guide the development of authentic mobile learning collaborative student projects? References Bosco, A. M., & Fern, S. (2014). Embedding of authentic assessment in work-integrated learning curriculum. Asia-Pacific Journal of Cooperative Education, 15(4), 281-290. McKenney, S., & Reeves, T. C. (2018). Conducting educational design research: Routledge. Rich, E., & Miah, A. (2017). Mobile, wearable and ingestible health technologies: towards a critical research agenda. Health Sociology Review, 26(1), 84-97.

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Mitchell, Diana, and Bridget O'Neill. "Four Projects That Promote Authentic Learning." English Journal 86, no. 4 (April 1997): 68. http://dx.doi.org/10.2307/821006.

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Massengale, Kelley E. C., Robert W. Strack, Muhsin Michael Orsini, and Jennifer Herget. "Photovoice as Pedagogy for Authentic Learning." Pedagogy in Health Promotion 2, no. 2 (May 10, 2016): 117–26. http://dx.doi.org/10.1177/2373379916639066.

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Swartz, Martha K. "Promoting Authentic Learning for Our Students." Journal of Pediatric Health Care 30, no. 5 (September 2016): 405. http://dx.doi.org/10.1016/j.pedhc.2016.06.003.

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Westberg, Karen L., and Jann H. Leppien. "Student Independent Investigations for Authentic Learning." Gifted Child Today 41, no. 1 (November 20, 2017): 13–18. http://dx.doi.org/10.1177/1076217517735354.

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Including opportunities for students to conduct independent investigations is a mainstay of gifted education programs and services. When carefully designed and skillfully facilitated, students’ interest-based, independent study experiences result in increased intrinsic motivation, growth in 21st-century critical and creativity skills, greater self-efficacy toward research and creative productivity, and authentic learning experiences. Successful and meaningful investigations occur when teachers guide students through four stages of the independent study process: interest focusing, problem focusing, product focusing, and audience focusing. Progression through these stages leads to real-life learning experiences with lasting effects for students.

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Mazutis, Daina, and Natalie Slawinski. "Leading Organizational Learning Through Authentic Dialogue." Management Learning 39, no. 4 (September 2008): 437–56. http://dx.doi.org/10.1177/1350507608093713.

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Melograno, Vincent J. "Portfolio Assessment: Documenting Authentic Student Learning." Journal of Physical Education, Recreation & Dance 65, no. 8 (October 1994): 50–61. http://dx.doi.org/10.1080/07303084.1994.10606985.

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Newmaster, Steven, Carole Ann Lacroix, and Chris Roosenboom. "Authentic Learning as a Mechanism for Learner Centredness: Authentic Learning as a Mechanism for Learner Centredness." International Journal of Learning: Annual Review 13, no. 6 (2006): 103–12. http://dx.doi.org/10.18848/1447-9494/cgp/v13i06/44916.

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Lee, Kyungmee. "Autoethnography as an Authentic Learning Activity in Online Doctoral Education: an Integrated Approach to Authentic Learning." TechTrends 64, no. 4 (May 13, 2020): 570–80. http://dx.doi.org/10.1007/s11528-020-00508-1.

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Widyastuti, Hilda Asri, Suhara Suhara, and Ana Ratna Wulan. "Pengembangan Learning Log untuk Siswa SMP pada Pembelajaran Pemanasan Global dengan Metode Demonstrasi Berbasis POE." Assimilation: Indonesian Journal of Biology Education 1, no. 2 (September 30, 2018): 57. http://dx.doi.org/10.17509/aijbe.v1i2.13048.

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This study aims to describe the development of learning log for junior high school students on global warming with demonstration based on Predict-Observe-Explain (POE). The development process started with the preparation of learning log, test trial to obtain the data to be repaired, and obtained learning log tools better. The method used was the descriptive method. Two classes in one of junior high school in Bandung were selected by cluster random sampling. Data collected through the assignment of learning log, field notes through observation and interviews. The instruments were examined in this study is learning log’ task and rubric. While research instruments consisted of student’s and teacher’s interviews guides, field notes, and rubric for assessment authentic’s effectiveness. The trial showed that questions in task still need to be improved in terms of the sentence and the editorial content, rubrics for learning log developed based on the responses of the students. Meanwhile, the effectiveness of authentic assessment test phase is (45%) quite good. The results of the application authentic assessment can measure students' POE. Questions on the task and the rubric developed well. The effectiveness of authentic assessment in application phase is (85%) very good. The response of students and teacher about authentic assessment developed positively.

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Tan, Chen. "Using Technology to Support Authentic Learning Approach in Social Studies Education: A Learning Design for a Social Studies Subject." Journal of Higher Education Research 3, no. 1 (February 17, 2022): 69. http://dx.doi.org/10.32629/jher.v3i1.642.

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In recent years, countries around the world have set off a trend of developing students' core competencies for the 21st century. Educators realized that traditional teaching method may no longer meet the needs for changing working and learning environment. Authentic learning provides a new platform for cultivating talents and developing core competencies. However, empirical research on authentic learning has not reached a consensus on the understanding of authenticity learning which creates challenges for educators to implement authentic learning in their teaching practices. From different scholars' understanding of authenticity learning, the common questions are around: how "real" is authenticity learning before it can be called authentic learning? What are the characteristics of authentic learning? Can technology be effectively implemented in the classroom to assist authentic learning? This paper discusses the implications of "authenticity" and "authenticity learning", summarizes the characteristics of authentic learning from the aspects of the composition of learning activities, and explores a TPACK model that can apply the theory of authentic learning from a learning design in Business Studies as an example. Through the exploration of these theories and practices, this paper is expected to provide valuable reference for schools and teachers to implement the concept of authenticity learning, so that the theory of authentic learning can give full play to the maximum efficiency in teaching and learning practice.

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Suhendra, Ade. "IMPLEMENTASI PENILAIAN AUTENTIK DALAM PEMBELAJARAN DI SEKOLAH DASAR." DIRASATUL IBTIDAIYAH 1, no. 1 (June 1, 2021): 85–97. http://dx.doi.org/10.24952/ibtidaiyah.v1i1.3724.

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AbstractThis paper describes about the implementation of authentic assesment on learning in primary education which cover basic concept of authentic assesment, characteristic of authentic assesment, technique of authentic assesment, and the benefits of authentic assesment. authentic assesment implemented to get the real, original, valid and reliable information. By obtaining this real, original, valid and reliable information, learning can be done well. Keywords: Implementation, Authentic Assesment, Learning, Primary Education

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Ukashatu, Abubakar. "EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (October 24, 2021): 73–80. http://dx.doi.org/10.21009/jisae.v7i2.23056.

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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.

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Ogunode, Niyi Jacob. "CONSTRAINTS TO EFFECTIVE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN GOVERNMENT SECONDARY SCHOOL IN FCT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (October 24, 2021): 139–48. http://dx.doi.org/10.21009/jisae.v7i2.22570.

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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training

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Dimovski, Vlado, Barbara Grah, Sandra Penger, and Judita Peterlin. "Authentic Leadership in Contemporary Slovenian Business Environment: Explanatory Case Study of HERMES SoftLab." Organizacija 43, no. 5 (September 1, 2010): 214–23. http://dx.doi.org/10.2478/v10051-010-0021-2.

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Authentic Leadership in Contemporary Slovenian Business Environment: Explanatory Case Study of HERMES SoftLabThe paper explores the authentic leadership in learning organization in Slovenian business environment. The purpose of the paper is to present relationship between authentic leadership and learning organization. Main research thesis is focused on characteristics of authentic leadership in company HERMES SoftLab. The main thesis of this paper is that authentic leadership in learning organization enables the growth of leaders in organizational surroundings through a constant dedication to authenticity and organizational learning that will be explored through the qualitative research method of case study research approach. Key research finding is that authentic leaders can be identified in company HERMES SoftLab and that there is a mutual influence between learning organization and authentic leadership. Therefore, the main research finding is that the learning organization leverages the authentic leadership, which in turn leverages the learning organization.

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Sujarwanto, Eko, and Irwan Muhammad Ridwan. "Authentic Learning dan Berpikir Kreatif pada Calon Guru Fisika." DIFFRACTION 3, no. 1 (January 11, 2022): 20–26. http://dx.doi.org/10.37058/diffraction.v3i1.4414.

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Pembelajaran autentik dan kontekstual merupakan hal penting untuk menciptakan pembelajaran bermakna dan merangsang berpikir kreatif. Penelitian ini bertujuan untuk memaparkan tentang Authentic Learning dengan pendekatan kolaboratif. Selain itu, paparan juga mengaitkan authentic learning dengan berpikir kreatif. Metode yang digunakan dalam penulisan adalah kajian pustaka. Fokus kajian pada Authentic Learning, pendekatan kolaboratif, dan Kemampuan Berpikir Kreatif. Hasil kajian menunjukkan Authentic Learning dengan pendekatan Kolaboratif sesuai dengan karakter Pembelajaran Fisika dan juga hakikat Fisika. Dengan kolaborasi, peserta didik memiliki pengalaman bagaimana bekerja dalam sebuah kelompok. Keterampilan berpikir tingkat tinggi, termasuk kemampuan berpikir kreatif, dapat dilatih dalam kolaborasi saat memecahkan permasalahan authentic. Dengan menggunakan Authentic learning dengan pendekatan kolaboratif, Calon Guru Fisika diharapkan dapat membelajarkan konsep fisika secara kreatif, kontekstual, dan nyata.

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Jaelani, Abd Kadir, and Muhammad Hasbi. "Development of Authentic Assessment in Geometry Learning." JRPM (Jurnal Review Pembelajaran Matematika) 7, no. 1 (June 13, 2022): 1–19. http://dx.doi.org/10.15642/jrpm.2022.7.1.1-19.

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This study aims to describe the process and results of the development of authentic assessment in teaching geometry which refers to the 4-D model. Geometry authentic assessment in this study includes learning achievement tests, self-assessment, portfolio assessment, performance assessment guidelines, self-assessment guidelines, portfolio assessment guidelines, feasibility test instruments, teacher response questionnaires, student response questionnaires, and validation sheets. The research subjects are 8th-grade students of SMPN 2 Barombong, Gowa Regency. The validity test analysis is rationally obtained through two the results of the validation of experts, test reliability both rationally and empirically, and objectivity using the product-moment formula. The results showed that the authentic assessment met the criteria of being valid, practical, and effective. As a consequence, it is suggested that the development of authentic assessment tools for geometry learning be expanded to other resources to make teacher evaluation easier. Furthermore, the study's implications provide teachers with information for conducting authentic assessment formulation in the implementation of learning, especially for students.

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Artanayasa, I. Wayan, and Made Kurnia Widiastuti Giri. "Learning models and authentic assessment on football skill learning achievement." International journal of physical sciences and engineering 3, no. 1 (March 15, 2019): 22–31. http://dx.doi.org/10.29332/ijpse.v3n1.246.

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The current study was aimed at finding the effect of teaching models and an authentic assessment on football skill learning achievement by controlling motor educability. The sample consisted of 142 students of Physical Education Health Department that were selected randomly. The study used the 2x2 factorial experimental design, while the data were analyzed using 2-way ANACOVA. The results showed that after controlling motor educability, football skill learning achievement of the students who learned through the Cooperative Learning type Jigsaw model was higher than those who learned through the conventional model; the football skill learning achievement of those who were assessed by portfolio assessment was better than those who were assessed by authentic assessment. There was also an interaction between the teaching model and an authentic assessment on football skill learning achievement. The students who learned through the Cooperative Learning type jigsaw model was more appropriately assessed by portfolio assessment, while those who learned through the conventional learning model was more appropriately assessed by performance assessment.

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Riddell, Jessica. "Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities." Arts and Humanities in Higher Education 17, no. 4 (July 27, 2017): 410–32. http://dx.doi.org/10.1177/1474022217722510.

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Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials can produce authentic learning environments. Second, I present an undergraduate classroom project that combined two disciplinary fields – Shakespearean drama and criminal law – in an effort to enhance student learning and engagement. I outline how the authentic learning scenario (ALS) was implemented and evaluated and, finally, reflect on the barriers, challenges and potentially transformative effect of authentic learning environments on students and educators. This new intervention combines legal studies and English literature in order to create authentic learning environments to increase interactions amongst students, enhance students’ learning, and foster conditions for transformative learning.

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Setyawarno, Didik, and Atik Kurniawati. "Implementation of Authentic Assessment in Science Learning at Indonesian Schools." Journal of Science Education Research 2, no. 2 (December 19, 2018): 47–55. http://dx.doi.org/10.21831/jser.v2i2.22468.

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This article is intended for students of science education, science teachers and observers of science education. The article aims to discuss about authentic assessment in science teaching in schools. In addition, this article is associated with the implementation of the curriculum of 2013 in schools. Aspects reviewed in the article include: the concepts of authentic assessment, assessment in the curriculum of 2013, procedures of authentic assessment, and the application of authentic assessment in science learning. Readers after reading this article are expected to have an understanding of the concepts of authentic assessment, assessment in the curriculum of 2013, procedures in authentic assessment, and the application of an assessment of authentic in science learning.

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Ainusyamsi, Fadlil Yani. "Designing Authentic Learning Activities in Islamic Higher Education: A Conceptual Paper." Jurnal Penelitian Pendidikan Islam 8, no. 1 (June 20, 2020): 15. http://dx.doi.org/10.36667/jppi.v8i1.430.

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Conceptually, authentic learning is believed to be able to improve the quality of education and learning in higher education. Through authentic learning, students are invited to recognize everyday experiences and then are constructed into meaningful knowledge. Authentic learning also offers learning traditions that are not always based on text. This research offers a genuine learning design in Islamic tertiary institutions. Through a search of current and credible research reports, this article has succeeded in developing authentic learning designs in Islamic tertiary institutions.

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Kim, Tae-eun, and Yoon-hyung Cho. "The Effect of Authentic Leadership on Employees ’ In-role and Innovative Behavior: Informal Learning as A Mediator, Perceived Organizational Vision Salience as A Moderator." Korean Academy Of Leadership 12, no. 4 (December 30, 2021): 145–79. http://dx.doi.org/10.22243/tklq.2021.12.4.145.

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Authentic leadership, based on positive psychology and positive organizational scholarship, has attracted attention as a new leadership theory. Authentic leadership has been defined in various ways, most conceptualizations and research espouse the fundamental notion of being true to one's self and often considered the root construct of other leadership. Authentic leaders encourage the development of the people around them by practicing real values, beliefs and behaviors, being subordinate oriented and making honest evaluations of the behavior and performance of employees. That means authentic leaders are ethical, transparent, openness to change, involve their subordinates in decision-making, and encourage positive attitudes and behaviors, which in turn advance organizational performance. The purpose of this study is to investigate that authentic leadership affect employees’ in-role and innovative behavior. Also, informal learning mediate those of relationship and perceived organizational vision salience(POVS) moderate between authentic leadership and informal learning. Authentic leadership are consist of self-awareness and self-regulation. Based on literature review, we set the direct, mediate, moderate and moderated mediation(conditionally indirect) effect hypothesis. To test hypothesis, survey method were performed by using questionnaires. Questionnaires are collected by 2nd times(T1, T2) such as 3 month time lag, to remove common method bias. At T1 period, we measure authentic leadership, informal learning and POVS, and then T2 period, in-role and innovative behavior. Total 369 questionnaires are used for analysis using Process Macro(Hayes, 2018). This study results are as follows. First, authentic leadership have positive impact on both of in-role, innovative behavior and informal learning. Second, informal learning have positive impact on employees’ in-role and innovative behavior. Third, POVS have positive impact on informal learning and moderate between authentic leadership and informal learning. Fourth, informal learning mediate between authentic leadership and in-role, innovative behavior. Finally, the relationship of authentic leadership and in-role that show mediation effect of informal learning boost-up under high on POVS as conditionally indirect effect. All of our hypothesis(H1, H2, H3, H4) are supported. Our results reveal that authentic leadership are critical antecedent of employees’ in-role and innovative behavior. And authentic leadership increase informal learning and then, if high on informal learning increase employees’ in role and innovative behavior. If high on POVS, the positive relationship of authentic leadership and informal learning are greater than compared with low on POVS. Specially, if high on POVS, mediation effect of informal learning are more stronger. Based on the results, this study have theoretical and practical implications which authentic leadership, workplace learning concept and organizational vision of role for in-role and innovative behavior of employees.

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Hutauruk, Ahmad Fakhri. "Analisis Pemanfaatan Penilaian Otentik Berbasis Kemandirian Siswa dalam Pembelajaran Sejarah di SMA." Pedagogika: Jurnal Ilmu-Ilmu Kependidikan 2, no. 1 (June 22, 2022): 119–25. http://dx.doi.org/10.57251/ped.v2i1.397.

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Independent learning is a type of learning in which students must complete authentic assessments based on their own initiative. As a result, various approaches to developing quality history learning steps and a Pancasila profile in relation to independent schools with student autonomy are required. The development of history learning can be accomplished through three methods of implementing the social profile: teaching resources, learning methods, and authentic assessment. The use of authentic assessment will encompass the selection of instructional materials and learning models, making it a significant channel. Authentic assessment guides learning by allowing students to create various learning activities that contain the Pancasila Profile's contents during the learning process. Authentic assessment provides a true picture of students' reading abilities as well as a measure of their progress toward independence. As a result of this fact, authentic assessment can aid in the improvement of history learning as well as the development of student independence.

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Sholihah, Masnurul. "Authentic Assessment in Online Learning During The Covid-19 Pandemic." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 2 (June 11, 2021): 576–80. http://dx.doi.org/10.51276/edu.v2i2.167.

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This study aims to determine the ability of subject teachers in making an authentic instrument after studying the material about authentic assessment. The variables of this study include authentic instruments made by each subject teacher to be analyzed descriptively using a simple analytical rubric. The conclusion of this research is that after studying the material on authentic assessment, all subject teachers can make one or more authentic assessment instruments with the criteria for making the results of which the average is very good.

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Garayeva, Leyla. "Authentic materials and their usage forms." Scientific Bulletin 2 (2020): 124–27. http://dx.doi.org/10.54414/aelm7691.

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Authentic materials are real materials. They are intended for native speakers not for teaching and learning process. Language teaching and learning can not be as effective as desired without authentic materials. Therefore, usage of authentic materials in language teaching and learning should be in the centre of attention.

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Tepper, Carmel, Jo Bishop, and Kirsty Forrest. "Authentic assessment utilising innovative technology enhanced learning." Asia Pacific Scholar 5, no. 1 (January 7, 2020): 70–75. http://dx.doi.org/10.29060/taps.2020-5-1/sc2065.

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Beckstead, Lori. "Creating an Authentic International Development Learning Opportunity." Collected Essays on Learning and Teaching 13 (October 28, 2020): 76–85. http://dx.doi.org/10.22329/celt.v13i0.6003.

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This paper draws from the author’s experience of developing a short-term intensive international learning experience within the framework of a one-semester course. The paper is aimed at faculty members who are interested in implementing a short but effective and authentic international learning opportunity, but who may not have expertise in issues surrounding international development and learning abroad. It addresses some of the challenges, successes, and lessons learned, such as working with an appropriate international partner, overcoming barriers to student participation, ensuring discipline-specific learning, and providing the appropriate context of international development issues within the time-frame of a single semester. Nous nous fondons ici sur notre propre expérience d’élaboration d’une situation d’apprentissage internationale, intensive et à court terme, dans le cadre d’un cours d’un seul semestre. Cet article est destiné aux enseignants qui, sans nécessairement posséder une expertise en matière de développement internationale et d’apprentissage à l’étranger, souhaiteraient mettre en œuvre une expérience d’apprentissage internationale aussi brève qu’efficace et authentique. Nous abordons les difficultés, les réussites et les leçons tirées de l’expérience, comme la nécessité d’un partenaire international adéquat, le dépassement des obstacles à la participation des étudiants, l’apprentissage adapté à des disciplines en particulier, et l’établissement d’un contexte approprié pour les questions de développement international dans le cadre temporel d’un semestre unique.

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Glendinning, Matt. "Digging into History: Authentic Learning through Archeology." History Teacher 38, no. 2 (February 1, 2005): 209. http://dx.doi.org/10.2307/1555720.

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Yeoman, Ian. "Authentic Learning: My Reflective Journey With Postgraduates." Journal of Teaching in Travel & Tourism 12, no. 3 (July 2012): 295–311. http://dx.doi.org/10.1080/15313220.2012.704258.

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Kuldell, Natalie. "Authentic teaching and learning through synthetic biology." Journal of Biological Engineering 1, no. 1 (2007): 8. http://dx.doi.org/10.1186/1754-1611-1-8.

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Journal articles on the topic 'Authentic learning'

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