Authentic Assessment Strategies for Learning in Higher Education: A Systematic Review for Quality Improvement

Estefanía Martínez-Valdivia; Mª del Carmen  Pegalajar-Palomino

doi:10.20343/teachlearninqu.14.31

Authors

Estefanía Martínez-Valdivia University of Jaén https://orcid.org/0000-0001-7088-206X
Mª del Carmen Pegalajar Palomino University of Jaén https://orcid.org/0000-0002-2795-7502

DOI:

https://doi.org/10.20343/teachlearninqu.14.31

Keywords:

authentic assessment, quality education, higher education assessment, educational improvement

Abstract

Adaptarse a las demandas sociales y académicas exige que las universidades implementen una serie de cambios didácticos y pedagógicos, siendo la evaluación auténtica un elemento clave. Si bien ha sido ampliamente estudiada a lo largo del tiempo, la evaluación auténtica se considera actualmente un medio crucial para mejorar la calidad educativa. Por lo tanto, esta investigación busca identificar estudios relevantes sobre la evaluación auténtica en el contexto de la educación superior y en relación con la mejora de la calidad educativa. Se realizó una revisión sistemática de la literatura de los últimos diez años, siguiendo el método PRISMA. La muestra consta de 36 artículos publicados en revistas de alto impacto sobre el tema. Entre los principales hallazgos, destaca el interés internacional en este tipo de evaluación. Además, se identificó una amplia variedad de enfoques y herramientas utilizados para implementar con éxito la evaluación auténtica, lo que se traduce en mejores resultados educativos para los estudiantes. En consecuencia, se puede concluir que la evaluación auténtica constituye una vía eficaz para avanzar en la calidad educativa, en línea con las recomendaciones de la Agenda 2030.

Adapting to social and academic demands requires universities to implement a series of didactic and pedagogical changes, with assessment of student progress being a key element. While widely studied over time, authentic assessment is currently considered a crucial means to improve educational quality. Therefore, this research aims to identify relevant studies on authentic assessment in relation to improving educational quality and in the context of higher education. The research team conducted a systematic review of the literature from the last ten years following the PRISMA method. The sample consists of a total of 36 articles published in high-impact journals on the subject. Among the main findings, an international interest in this type of assessment stands out. In addition, higher education institutions are using a variety of approaches and tools to successfully implement authentic assessment, resulting in improved educational outcomes for students. Consequently, it can be concluded that authentic assessment is another means of working toward educational quality in line with the recommendations of the 2030 Agenda.

Author Biographies

Estefanía Martínez-Valdivia, University of Jaén

Estefanía Martínez-Valdivia (Spain) is a professor at the Faculty of Humanities and Educational Sciences, University of Jaén. She holds a PhD with international distinction from the University of Granada. Her research focuses on educational leadership, school improvement, and sustainable development.
Mª del Carmen Pegalajar Palomino, University of Jaén

Mª del Carmen Pegalajar-Palomino (Spain) is a professor of didactics and school organization at the University of Jaén (Spain) and holds a PhD in pedagogy. Her research focuses on inclusive education, teaching innovation, quality improvement in higher education, and social responsibility.

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