What an intense day at the CRADLE: Assessment. Digital. Learning. seminar on #AuthenticAssessment ! We’re closing today’s session with a panel: how could authenticity contribute to the future? Mollie Dollinger chairs, panelists are Dr Joanna Tai Kelly Matthews, Denise Jackson, Keith Willey and Dave Boud

Denise Jackson kicks off the panel by discussing #AuthenticAssessment in complex and interdisciplinary contexts such as WIL or the workplace. These contexts must provide room and scaffolding for ’authentic failure’ - how to deal with failure in authentic settings?

Also: how to assess students in complex and interdisciplinary settings where we might not even be able to define the competencies we want to assess? Super tricky, but necessary for ’future-oriented’ authentic assessment…

Kelly Matthews starts by asking: how would you define your own relationship with work? Do we live to work or work to live? According to Kelly, we need water between assessment and work - we can build bridges but there needs to be water in between…

Kelly Matthews Kelly challenges us to rethink authentic assessment from the viewpoint of (super)complexity. Our societies shape and shift rapidly - we don’t know what the future holds, but we can train students to navigate these shifting contexts through the knowledge they learn in higher ed

Kelly Matthews Keith points out to evidence in authentic assessment: what kind of evidence could we gather and respond to in complex assessment tasks? And how could we train students to gather such evidence themselves… this also calls for more focus on learning processes over products

Kelly Matthews Dave reflects on authentic assessment from the viewpoints of adult education and learning in work organisations. Some key findings… no one talks about learning in workplace discourse but still it exists everywhere! Also, learning is not individualistic but occurs in communities

Kelly Matthews …even then, workplace learning builds on the idea of an individual (e.g. performance reviews). There’s a similar discrepancy in HE. How could authentic assessment consider complex and messy task settings with no clear boundaries - particularly between the individual/community?

Kelly Matthews As Dave notes, the earlier keynote by Crina Damsa may provide conceptual tools to analyse and design complexity in authentic assessment. What are the (human and non-human) agents in the ecologies of (authentic) assessment in ’supercomplex’ higher ed settings?

Kelly Matthews Crina Damsa We’re discussing student agency and partnership in authentic assessment design. We’ve recently discussed the ethics of shaping students as educational subjects through assessment with LiliYANG - might be interesting to look more closely at auth. as. tandfonline.com/doi/full/10.10…