Authentic Assessment Design in Science – A Case Study of Three Approaches

Assessment is at the core of higher education, it is a key source of motivation for learning (Boud, 1995) and ensures students have achieved the intended learning outcomes. However, assessment presents challenges as educators aim to ensure assessment is fair, valid, reliable, inclusive and authentic. Authentic assessment aims to ensure that assessment methods are valid and reflect real world tasks such that students are prepared for their careers post education. However, there are several challenges in developing such assessments including, resistance to updating assessment practices, generative AI. Generative AI has resulted in some retreating to traditional exams, which are criticised for value (Lawerys, 1969) and reliability (Ramsden, 1992). In this case study, we present three examples of genAI resilient authentic assessment within science subjects at the University of Strathclyde in undergraduate and MSc modules in computer science, forensic chemistry and mathematics and statistics.