Transforming Science Education by Embracing Authentic Assessment for Equity in Higher Education (Poster 27)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Division J: Assessing College Student Success and Impact Poster Session

Abstract

This paper presents preliminary findings from an ongoing study on authentic assessment practices at a large, predominantly white institution in the southeastern United States. It investigates the prevalence of authentic assessment within an environmental science department and explores racially marginalized students' experiences with these assessments. The research contributes to creating inclusive learning environments by examining authentic assessment's intersection with racial equity and student learning experiences. It seeks evidence-based practices to dismantle racial injustice and improve educational opportunities, particularly for historically disadvantaged groups. Embracing authentic assessments fosters critical thinking, problem-solving, and creativity, valuing diverse knowledge and ensuring equitable opportunities. The study introduces a standardized survey used to evaluate assessment practices across disciplines.

Authors

• Aradaryn Marsh, Clemson University

• Althea H Hagan, Clemson University

• Lisa Benson, Clemson University