Kokios vertinimo užduotys yra autentiškos? Instrumento užduočių autentiškumui vertinti kūrimas ir pirminis validavimas
LTŠio tyrimo tikslas buvo sukurti ir validuoti instrumentą, skirtą aukštojo mokslo vertinimo užduočių autentiškumui vertinti. Instrumentas, sukurtas remiantis autentiško vertinimo teorijomis, buvo išbandytas 40-yje vertinimo situacijų. Rezultatai atskleidė aukštą vidinį suderinamumą (α = .97) bei gerą vertintojų tarpusavio suderinamumą. Siekiant pademonstruoti šio instrumento pritaikomumą, straipsnyje analizuojamas ryšys tarp vertinimo autentiškumo ir studentų suvokiamos vidinės užduoties vertės. Esminiai žodžiai: autentiškas vertinimas, aukštasis mokslas, užduoties autentiškumo matavimas, suvokiama užduoties vertė.
ENThe aim of this study was to develop and initially validate an instrument for assessing the authenticity of higher education assessment tasks. Drawing on established theoretical models, the instrument operationalised authenticity through seven theoretically derived domains. Data from 40 first-year assessment situations across the two largest Lithuanian universities demonstrated high internal consistency for the overall instrument (α = .97) and good interrater reliability. Exploratory factor analysis indicated a strong general authenticity factor, although these findings are interpreted as preliminary due to the limited number of assessment situations. The instrument differentiated between assessment formats, with multiple-choice tests and traditional examinations receiving the lowest authenticity scores, and research tasks, presentations, and project-based assessments receiving the highest. To examine the instrument’s practical applicability, the relationship between assessment authenticity and students’ perceived intrinsic value of assessment tasks was analysed, revealing a moderate positive correlation (r = .49, p = .001). The findings provide preliminary evidence supporting the reliability and theoretical meaningfulness of the instrument as a measure of overall assessment authenticity in higher education, while further validation with larger and more diverse samples of assessment situations is required. Keywords: authentic assessment, higher education, assessment authenticity measurement, perceived task value.
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