Design sustainable, future-oriented feedback and structured community-partner collaboration in authentic assessment¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Drawing on the review's gaps, the authors recommend that educators design feedback that emphasises the learning process and self-regulation, fostering students' evaluative judgement and application of knowledge over time, and provide 'more structured opportunities for students to engage in collaborative projects with workplace or community partners'. Such partnerships advance a broader mission of societal transformation and help students define their societal roles and gain recognition for their contributions.

Design Implications¶

Context¶

Requirements¶

• Feedback practices must extend beyond grading to offer actionable insights applicable to future contexts

Constraints¶

• Only five of the reviewed studies currently connected students with industry partners and community stakeholders, so implementation examples are scarce

Target Learners¶

• undergraduate and postgraduate students in higher education

Target Learning Goals¶

• evaluative judgement, self-regulation, societal role definition and employability

Affordances¶

• Learning Oriented Collaborative Aa Design Framework

Claims¶

• Formative feedback dominates authentic assessment designs while sustainable feedback is rare [+W]
• 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 [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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