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¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most authentic settings (n = 36) used more than four design elements, and none included all eight. → Valentina Nachtigall 2022 q2 i? The majority of studies achieved authenticity through inquiry/investigation, e.g., problem-based, project-based, or case-based activities. → Valentina Nachtigall 2022 (2) q2 i? Most studies (n = 39) compared authentic settings to conventional teacher-led methods such as lecture-based learning. → Valentina Nachtigall 2022 (3)

Evidence¶

Valentina Nachtigall 2022¶

Valentina Nachtigall, David Williamson Shaffer, Nikol Rummel. (2022). Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning. Educational Psychology Review (2022) 34:1479–1516. https://doi.org/10.1007/s10648-022-09676-3

q2 · i? · review · r2

Descriptive analysis of coded design elements (Fig. 3): most settings used more than four of the eight elements; the review also states none of the learning settings included all eight.

"Most of the authentic learning settings (n = 36) im plemented and tested in the stud- ies can be characterized by more than four authentic design elements (see Fig. 3)."

Valentina Nachtigall 2022 (2)¶

Valentina Nachtigall, David Williamson Shaffer, Nikol Rummel. (2022). Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning. Educational Psychology Review (2022) 34:1479–1516. https://doi.org/10.1007/s10648-022-09676-3

q2 · i? · review · r2

Fig. 4 frequency analysis of design elements: inquiry/investigation was most common; real-life/professional settings, experts, and authentic assessments played little role in designing for authenticity.

"The majority of the studies tried to achieve authenticity by implementing the design ele- ment of inquiry/investigation (see Fig. 4) through, for instance, problem-based, pro- ject-based, or case-based learning activities."

Valentina Nachtigall 2022 (3)¶

Valentina Nachtigall, David Williamson Shaffer, Nikol Rummel. (2022). Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning. Educational Psychology Review (2022) 34:1479–1516. https://doi.org/10.1007/s10648-022-09676-3

q2 · i? · review · r2

Description of control conditions across the 50 studies; the review notes such conventional methods often lacked detailed description and were coded as incorporating none of the eight design elements.

"The majority of the studies (n = 39) compared the authentic learning settings to conventional teacher-led learning methods, such as lecture-based learning."

Discussion¶

Related Claims¶

• Student choice is rare in authentic assessment designs while assigned, sometimes graded, self-reflection is more common — related
• Most reviewed studies pursued real-life-experience authenticity, and no study combined all four intentions of authenticity — related