Social collaboration in authentic assessment is mostly peer- and teacher-based, with few connections to industry or community partners and rare equitable teacher-student collaboration¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Twenty-eight studies offered social collaboration opportunities; sixteen used peer assessment/discussion and sixteen teacher-student collaboration, but only three designed equitable teacher-student collaboration and only five connected students with industry partners and community stakeholders. → Ying Zhan 2025
Evidence¶
Ying Zhan 2025¶
Ying Zhan, David Boud, Zilu Du. (2025). Designing for authentic assessment: a scoping review. Higher Education. https://doi.org/10.1007/s10734-025-01588-9
q2 · i? · review · r2
Review coding of social collaboration across the 37 studies. It reports 'Only five studies made students’ connections with industry partners and community stakeholders', alongside 28 studies offering collaboration, 16 with peer assessment/discussion, and only 3 with equitable teacher-student collaboration.
"Only five studies made students’ connections with industry partners and community stakeholders."
Discussion¶
Related Claims¶
- Formative feedback dominates authentic assessment designs while sustainable feedback is rare — related
- Authentic assessment designs most commonly target knowledge construction and 21st-century skills, with digital literacy rarely addressed — related
- Student choice is rare in authentic assessment designs while assigned, sometimes graded, self-reflection is more common — related
- Authentic Audiences Improve Student Work — related
- Authentic assessment designs in higher education predominantly replicate professional workplace scenarios, with few addressing social authenticity — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
aa-social-collaboration-limited-community-connection |
title |
Social collaboration in authentic assessment is mostly peer- and teacher-based, with few connections to industry or community partners and rare equitable teacher-student collaboration |
description |
Social collaboration in authentic assessment is mostly peer- and teacher-based, with few connections to industry or community partners and rare equitable teacher-student collaboration |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ying-zhan-2025 |
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