Rebecca Bachmann and Prashan Karunaratne (MQBS) led a group of undergraduate business students on a study tour to Japan, blending Tokyo’s sights with educational experiences. They designed on-the-go learning activities, using the city’s vibrant streetscape as the classroom. The tour provided rich opportunities for authentic assessment, inspiring new assessment strategies across other business units. In this post, Rebecca and Prashan discuss the importance of authentic assessment in preparing students for future success, and share examples of authentic assessments.
The World Economic Forum highlights that “The world of work is changing fast. By 2027, businesses predict that almost half (44%) of workers’ core skills will be disrupted…”, meaning that “millions of people will need to move between declining and growing jobs.”
The top 4 skills for the future: Are we preparing students effectively?
The world of education is evolving. It’s moving away from educators simply imparting information from the front of a classroom; and instead focusing on equipping students with transferable skills and enabling agile, critical thinkers who can apply knowledge in practical and meaningful ways, and who simultaneously feel confident to embark on a journey of continuous learning.
The top four skills for the future:
1. Analytical thinking and innovation
2. Ability to engage in active learning
3. Complex problem-solving
4. Critical thinking and analysis
This raises the question: Are traditional assessments like exams and essays fit for purpose – or do they fall short in preparing students for the complex challenges they will encounter in their professional lives?
In a dynamic world where knowledge is constantly evolving, and artificial intelligence is aiding our work, assessments need to shift from being assessment of learning towards assessment for learning, and assessment as learning.
Shifting the focus toward authentic assessment
Authentic assessment shifts the focus of learning towards the higher levels of Bloom’s Taxonomy, which are the ultimate goal of university education. By designing tasks that mirror real-world challenges, students are given the opportunity to practice and develop advanced skills like critical thinking, analysis, and problem-solving. These higher-order thinking skills are not only essential for professional success but also make learning more engaging and meaningful for students.
While foundational knowledge and technical skills are important, learning doesn’t always need to start at the base level of Bloom’s Taxonomy. Instead, students can be challenged with higher-level tasks early on, allowing them to identify any gaps in their understanding and revisit foundational concepts when necessary. This approach reflects the non-linear nature of learning, where students can move between different levels of thinking to deepen their understanding and apply it in more complex, interdisciplinary scenarios.
Authentic assessment thus offers a more dynamic and engaging learning experience, helping students connect theoretical knowledge with practical applications while preparing them for real-world challenges. As educators, our role is to guide students through this process, supporting their growth as they move towards mastery of the higher-level thinking skills that are central to their academic and professional success.
Our responsibility as educators is to guide students on the path of:
Remember – Understand – Apply – Analyse – Evaluate – Create
The ultimate authentic assessment – a study tour in Tokyo!
In April 2024, a group of students, representing a variety of majors from Macquarie Business School, visited Japan and took on the ultimate authentic assessment – acting as consultants, they were tasked with solving a series of business problems and presenting their solutions by the end of the study tour. Their client was an international partner (in the fashion industry) in Tokyo, Japan!
The challenges:
- Students found themselves in a foreign country with a different culture, language and expectations to what they were used to.
- They found themselves under immense time pressure as they only had two weeks to complete the project.
- The industry partner operated in the luxury fashion industry, a sector that few 20-something year olds have an extensive understanding of.
The solution? Students embraced the process of creative problem-solving through collaboration and by synthesising knowledge from various disciplines and experiences to create innovative, actionable recommendations for the client.
Combining sightseeing, learning and assessment
The teaching team faced the challenge of developing meaningful learning activities aligned with unit objectives while allowing students to explore Tokyo’s cultural sights. They aimed to create a seamlessly integrated and enriching educational experience where students used the city’s vibrant (and memorable) streetscape as a classroom.
To ground students’ knowledge, the early days of the study tour were focused on recognising and understanding cultural nuances. Activities included a guided city tour and a local sushi-making class, where students experienced firsthand the meticulous attention to detail ingrained in Japanese culture as they learned about the precision and care required in each step of the process.
The project required students to conduct an evaluative market analysis. This was intricately scaffolded around learning objectives and simultaneously designed as a self-guided tour through Ginza, the fashion district in the heart of Tokyo. Students were challenged with applying their knowledge and analysing new markets by exploring the vibrant streets and enormous shopping malls, conducting window display analysis and comparing the marketing strategies of different brands. The activity concluded with students delivering their findings in a dynamic elevator-pitch format, standing in the middle of the bustling Chuo Dori Street, one of the city’s most iconic shopping avenues. This high-energy setting amplified the pressure and excitement, making the experience not only memorable but a true test of their ability to think on their feet and captivate an audience.
Having students from a variety of majors across MQBS provided a rich tapestry of perspectives and expertise, enabling students to approach challenges from various angles, fostering creativity and innovation in problem-solving, allowing the team to create a unique and sophisticated solution for the client.
The two-week trip culminated in students presenting their solutions to fashion industry powerhouse Seiya Nakamura 2.24, a multidisciplinary consulting agency with offices and showrooms located in Paris, Tokyo and Shanghai. Read more about the study tour here.
Bringing authentic assessment to the classroom
Authentic assessments can (and should) be integrated into the classroom right here on our beautiful Wattamuttagal Campus. They don’t require an overseas trip to be successful; they can be equally effective in a classroom.
By thoughtfully designing assessments that go beyond traditional methods and encouraging students to apply their knowledge meaningfully, we can bring the same level of immersion, creativity, and impact to our campus. This empowers students to develop the skills and confidence they need to thrive and become the changemakers in a rapidly evolving world.
Authentic assessments replicate real-world tasks, letting students apply knowledge in practical contexts. Key features include:
- Realistic context: The tasks are framed with scenarios that mirror real-life challenges, making the assessment more relevant to students’ future professional experiences.
- Application and problem-solving: Instead of simply recalling information, students apply their understanding to solve complex, real-world problems, fostering critical thinking and decision-making.
- Performance and reflection: Assessment focuses not only on the outcome but also on the process and reasoning behind students’ decisions, often incorporating a reflective element, encouraging students to evaluate their approach and consider how their learning applies to real-world contexts.
- Critique and feedback: Assessments emphasise an ongoing feedback process highlighting that receiving meaningful and constructive feedback not only on the final outcomes but also during the assessment process is an essential part of the student learning experience, enhancing both their performance and learning, and encouraging a continuous cycle of growth and development.
Examples of authentic assessment: Case Studies, Simulations and Project-based Learning
Authentic assessments can take many forms, depending on the context, unit, or course in which they are implemented. The following table highlights three common types of authentic assessments, illustrating how they can differ in structure, interaction, and focus in order to suit various learning objectives. They all have (at least) one thing in common: they challenge students to apply their knowledge in meaningful, real-world contexts, embodying the very essence of authentic learning.
| Aspect | Case Study | Simulation | Project-based Learning |
|---|---|---|---|
| Task description | Students are provided with a static, written scenario and are asked to seek solutions or make recommendations. | Students participate in a live, interactive scenario where they make real-time decisions. | Students are involved in long-term project where they provide a solution to a complex and open-ended (or even wicked) problem. |
| Timeframe and Realism | Emphasis is on working with pre-provided data and information, discussing options, and formulating decisions or strategies based on that analysis. | Emphasis is on creating a live and highly immersive experience with evolving circumstances, designed to mimic the flow of real-world events. | Emphasis is on encouraging students to take ownership of the process and outcome, often taking place over an extended period of time. |
| Interaction | Limited interaction, primarily individual or group analysis. | Highly interactive with roles and real-time collaboration, such as acting as consultants or managers dealing with client issues. | Highly collaborative, often crossing multiple subject areas. This type of assessment has been implemented in many PACE units across MQBS, as well as the Capstone unit of the Bachelor of Commerce. |
| Focus | Critical thinking, problem analysis, and proposing solutions. | Experiential learning, decision-making, adapting to changes. | Problem-solving, creativity, and producing a final outcome. |
Further reading:
- 6 Work and workplace trends to watch 2024 (World Economic Forum)
- Exploring culture, commerce and creativity on a study tour in Tokyo (Teche)
- Authentic Assessment (Teche)
Rebecca Bachmann (FHEA) is a Lecturer in the Department of Accounting and Corporate Governance at Macquarie Business School, as well as the Deputy Course Director for the Bachelor of Commerce. Rebecca is passionate about cultivating a captivating learning experience and known to create an inclusive and engaging learning environment. Specifically, by adeptly incorporating innovative teaching techniques that appeal to diverse learning styles and foster active participation. Her dedication to student success is reflected in her approachable demeanour, ensuring that each student feels valued and empowered in their academic journey, earning recognition from both students and colleagues alike.
Prashan Karunaratne (SFHEA) is a Senior Lecturer in the Department of Actuarial Studies and Business Analytics, and Course Director of the Bachelor of Commerce, in Macquarie Business School. His enthusiasm for teaching, and passion for improving student outcomes, have inspired and engaged tens of thousands of students for more than a decade. He nurtures students to develop a desire to engage and is a firm believer that the learning journey can benefit both teachers and students. Inspiring students to want to learn – by emphasising the ‘why’ of learning, and empowering students to navigate their own learning journey – by focusing on the ‘how’, creates valuable experiences in his classroom and beyond.
Acknowledgements:
Banner image: Prashan Karunaratne
Sushi making image: Rebecca Bachmann
Post compiled by Kylie Coaldrake
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