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Abstract
Authentic assessment is widely practiced in modern educational methodologies, yet its implementation remains limited in certain regions of Afghanistan. In many remote areas, teachers continue to rely on traditional assessment methods such as mid-term and final exams, while some institutions have adopted alternative strategies to evaluate students’ progress. In the 21st century, it is essential to adopt updated teaching and assessment approaches that better support student learning. Teachers must facilitate realistic and meaningful tasks that enhance students’ engagement and skills. This research paper explores various authentic assessment tools and their benefits in the Afghan context. A review of reliable sources on the topic reinforces the idea that authentic assessment provides students with valuable opportunities to succeed both academically and in their future careers.
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References
- - Gulikers, J. Bastiaens, T. & Kirschner, P. (2004). Perceptions of authentic assessment and the impact on student learning. Hong Kong: Poly Technique University Press.
- - Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
- - Herman, J. L., Aschbacher, P. R., & Winters, L. (1992). A practical Guide to Alternative Assessment. Alexandria, Virginia: Association for Supervision and Curriculum Development.
- - Johnson, E. B. (2002). Contextualized teaching and learning: What it is and why it’s here to stay. Thousand Oaks, CA: Corwin Press.
- - Khaira, H. G. & Yamboo, D. (2005). The Participatory of Authentic Assessment. Hong Kong: Poly Technique University Press.
- - Khattri, N. M, and Kane. B. (1995). How authentic assessment affects teaching and learning. Cambridge: Cambridge University Press.
- - Muller, J. (2006). Authentic Assessment in Higher Education. London: Idea Group.
- - O’Malley, J. M. & Pierce, L. V. (2000). Authentic assessment for English language learners: practical approaches for teachers. USA: Addison-Wesley Publishing Company Inc.
- - Poikela, E. (2004). Developing criteria for assessment: towards context-based assessment, The Journal of Workplace Learning, 16 (5) pp.267-274 (8).
- - Willems, P., and Gonzales, D.H. (2012). School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students. New Jersey: Pearson Education.
References
- Gulikers, J. Bastiaens, T. & Kirschner, P. (2004). Perceptions of authentic assessment and the impact on student learning. Hong Kong: Poly Technique University Press.
- Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
- Herman, J. L., Aschbacher, P. R., & Winters, L. (1992). A practical Guide to Alternative Assessment. Alexandria, Virginia: Association for Supervision and Curriculum Development.
- Johnson, E. B. (2002). Contextualized teaching and learning: What it is and why it’s here to stay. Thousand Oaks, CA: Corwin Press.
- Khaira, H. G. & Yamboo, D. (2005). The Participatory of Authentic Assessment. Hong Kong: Poly Technique University Press.
- Khattri, N. M, and Kane. B. (1995). How authentic assessment affects teaching and learning. Cambridge: Cambridge University Press.
- Muller, J. (2006). Authentic Assessment in Higher Education. London: Idea Group.
- O’Malley, J. M. & Pierce, L. V. (2000). Authentic assessment for English language learners: practical approaches for teachers. USA: Addison-Wesley Publishing Company Inc.
- Poikela, E. (2004). Developing criteria for assessment: towards context-based assessment, The Journal of Workplace Learning, 16 (5) pp.267-274 (8).
- Willems, P., and Gonzales, D.H. (2012). School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students. New Jersey: Pearson Education.