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Authentic Versus Traditional Assessment: An Empirical Study Investigating the Difference in Seafarer Students' Academic Achievement

Published online by Cambridge University Press:  12 February 2020

Samrat Ghosh Open the ORCID record for Samrat Ghosh [Opens in a new window] ,
Benjamin Brooks ,
Dev Ranmuthugala  and
Marcus Bowles
Samrat Ghosh*
Affiliation:
(National Centre for Ports and Shipping, University of Tasmania Australian Maritime College, Launceston, Australia)
Benjamin Brooks
Affiliation:
(National Centre for Ports and Shipping, UTAS - Australian Maritime College, Launceston, Australia)
Dev Ranmuthugala
Affiliation:
(National Centre for Ports and Shipping, University of Tasmania Australian Maritime College, Launceston, Australia)
Marcus Bowles
Affiliation:
(School of Engineering and Built Environment, Deakin University, Burwood, Australia)
*
(E-mail: [email protected])
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Abstract

Past research showed that traditional assessment methods that required seafarer students to construct responses based on memorisation and analysing information presented in absence of real-world contexts (e.g. oral examinations and multiple-choice questions) disengaged the students from learning. Memorising information is a lower-order cognitive ability, failure in which led to errors and low academic achievement for students. Authentic assessment methods require students to construct responses through the critical analysis of information presented in real-world contexts. Hence, this research investigated the difference in seafarer students' academic achievement (measured through scores obtained in assessment) in authentic assessment as compared with traditional assessment. Two separate and independent student groups (the ‘control’ group and ‘treatment’ group) were used for a selected unit of learning delivered at the Australian Maritime College within the Bachelor of Nautical Science degree program. Because some past researchers had defined and implemented traditional assessment methods as a single-occasion assessment, this project implemented the assessment in a summative format, as opposed to authentic assessments implemented during student preparation. Analysis of student scores revealed that the authentically assessed students were guided towards significantly higher academic achievement.

Keywords

Authentic assessmentTraditional assessmentFormativeSummativeAcademic achievement
Type
Research Article
Information
The Journal of Navigation , Volume 73 , Issue 4 , July 2020 , pp. 797 - 812
Copyright
Copyright © The Royal Institute of Navigation 2020

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