Authenticity is in the Eye of the Beholder: Student and Teacher Perceptions of Assessment Authenticity

J.T.M. Gulikers, Th.J. Bastiaens, P.A. Kirschner, L. Kester

Research output: Contribution to journalArticleAcademicpeer-review

61 Citations (Scopus)


In vocational education and training (VET) in the Netherlands, learning and working are integrated from the start. Authentic assessments are used during competence-based VET curricula to achieve correspondence between learning and working. The premise behind this study is that authenticity is subjective and that perceptions of assessment authenticity influence student learning for the assessments. It examines whether students and teachers differ in their perceptions of the authenticity of various assessment characteristics. Subsequently this study investigates whether freshman and senior students, who differ in their amount of practical experience, differ in their perceptions of assessment authenticity. The main findings were that teachers rated most assessment characteristics as more authentic than students did, while freshman and senior students did not differ in their perception of authenticity. Implications deal with communicating about and developing authentic assessment in the eyes of both students and teachers to stimulate students' professional skills development during a VET curriculum
Original languageEnglish
Pages (from-to)401-412
JournalJournal of Vocational Education and Training
Issue number4
Publication statusPublished - 2008


  • Authentic assessment
  • Curriculum
  • Student perception
  • Teacher perception
  • Teacher professionalisation
  • Vocational education and training


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