Making it Real : Towards Authentic Assessment at Masters Level

Abstract

This article critically explores the extent to which Geography Education masters students taking part in a UCL ChangeMakers project were given opportunities to connect their university studies and their Geography teaching. An adapted authentic assessment model was created to mirror workplace context. Students were given opportunities for higher order thinking through assessment design linking teacher choices, Geography subject knowledge and school student experiences.  Staff and students made judgements on best practice together. Three stages of formative, summative and sustainable feedback were incorporated. Analysis of the findings of workshops and a focus group with 6 masters students indicates that such approaches can help students connect their masters studies with their work as teachers more authentically. Being challenged to apply theory and research more directly to their construction of the curriculum was reported to be a very positive experience for most students. ‘Critical moments’ between staff and students in judging best practice made feedback more meaningful for others.