Student choice is rare in authentic assessment designs while assigned, sometimes graded, self-reflection is more common¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only eight studies gave students choices in what, how, when and where they take AA, whereas eighteen studies embedded self-reflection, usually as an assigned task and in some cases rewarded by grades. → 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 student agency across the 37 studies. It reports 'only eight studies gave students choices in what, how, when and where they take AA', while eighteen studies embedded self-reflection practices, mostly as assigned tasks, sometimes graded.

"However, only eight studies gave students choices in what, how, when and where they take AA."

Discussion¶

Related Claims¶

• Formative feedback dominates authentic assessment designs while sustainable feedback is rare — related
• 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 — related
• In Pilot District 3, majorities of students agreed that Compact Writing Assignments gave them topic choice and that autonomy and varied expression formats improved engagement and writing quality — related
• Choice in retention programs is linked to retention gains, but autonomy is rarely a tested variable — related
• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Student self-determination was infrequent and more common during Active, Constructive, and Interactive tasks than Passive tasks — related
• Student choice about learning content and path was limited: most teachers did not report high levels of student choice, and two-thirds to three-quarters of students reported sometimes, rarely, or never choosing — related
• Reviewed authentic settings typically implemented more than four design elements (never all eight), relied most on inquiry/investigation, and were usually compared to conventional teacher-led instruction — related
• Alignment, rewards, and setting do not discriminate between peer assessment design classes, because a single practice typically dominates each — related