Written by teachers for educators and researchers, this is the first handbook to present a series of insights that teachers may use to conceive, design, execute, and develop active learning experiences for authentic assessment that will enrich students learning experiences.
Active Learning considers a series of educational methods where students play an active role in the learner-centered process, engaging beyond passive listening and note taking, through hands-on learning experiences. Contributions from international experts introduce the notion of authentic assessment, where students evidence their knowledge through thoughtful understanding, by being able to do something effective, transformative, or novel with a problem or complex situation.
Showcasing a range of active learning approaches such as collaborative learning, experiential learning, gamification and learning by teaching, chapters also tackle one of the most urgent challenges in higher education the emergence of artificial intelligence. All the chapters presented in this handbook are practical in scope and can be adjusted for use in both pedagogic and andragogic environments.
Written by teachers for educators and researchers, The Emerald Handbook of Active Learning For Authentic Assessment presents a series of insights that teachers may use to conceive, design, execute, and develop active learning experiences for authentic assessment that will enrich students learning experiences.
Chapter
1. Introduction to Active Learning and Authentic Assessment:
Concepts and applications; Eliseo Vilalta-Perdomo, Alessandra Scroccaro,
David Ernesto Salinas-Navarro, and Rosario Michel-Villarreal
Chapter
2. Scientometric Analysis of Active Learning and Authentic Assessment
between 2002 and 2024: Recent trends and further research; Nini Johana
Marķn-Rodrķguez, Blanca Viridiana Guķzar Morįn, and Flor Silvestre Gerardou
Chapter
3. Debate and Argumentation in E-learning Times: An authentic
assessment perspective; Maria A. M. Trindade
Chapter
4. Authentic Assessment In Challenge-Based Learning: How to assess
21st-century skills in innovation and entrepreneurship education; Alessandra
Scroccaro, Jeanette Engzell, and Charlotte Norrman
Chapter
5. The Authentic Assessment Potential of Fieldtrips: Energy justice
in action; Valeria Tolis
Chapter
6. Dialogic Learning: A tool for authentic assessment; Cheri L.
Hatcher
Chapter
7. Active Learning and Authentic Assessment through Gamification: A
board game experience; Matilde Ruiz-Arroyo, Ana Castillo, and Leopoldo
Gutierrez
Chapter
8. An Exploration of Role-Playing within the Context of Management
Consultancy Learning and Teaching; Joy Garfield and Amrik Singh
Chapter
9. Learning by Experience: Political science and international
relations; Sheriff F. Folarin and Elizabeth O. Njoaguani
Chapter
10. Learning by Teaching: Active learning and authentic assessment;
Joellen E. Coryell
Chapter
11. Strategic Integration of Project-Based Learning and Authentic
Assessment in Capstone Proposal Development; Agatha da Silva-Ovando, Ana
Luna, Mario Chong, and Aymara Escobar
Chapter
12. Service-Learning: Pedagogy for student growth and success; Steven
W. Rayburn and Jana R Minifie
Chapter
13. Exploring the Potential of AI for Authentic Assessment in
Education: Towards a new model of interaction; Federica Picasso, Daniele
Agostini, and Anna Serbati
Chapter
14. Online Teaching in China: Active learning and authentic
assessment challenges; Humberto Gumeta
Chapter
15. Sustainability Education through Active Learning and Authentic
Assessment; Beate Klingenberg and Albachiara Boffelli
Chapter
16. Challenge-Based Learning for Active Learning in Industrial
Engineering Education; Jaime A. Palma-Mendoza, David Ernesto Salinas-Navarro,
Ivan A. Arana-Solares, and Froylan Franco-Herrera
Chapter
17. The Use of Business Modelling Software to Facilitate Active
Learning, Challenge-Based Learning, and Authentic Assessment on a Taught MSc
Entrepreneurship and Innovation Module; Thomas Coogan and Andrew Greenman
Chapter
18. What Active Learning and Authentic Assessment in Higher Education
Can Do for the World; David Ernesto Salinas-Navarro and Eliseo Vilalta-Perdomo
Eliseo Vilalta-Perdomo is Senior Teaching Fellow and co-director of the Community Resilience and Sustainability Education Lab (CoRSEL) at Aston Business School, Aston University, United Kingdom.
Alessandra Scroccaro is an Assistant Professor at the Department of Economics and Management at the University of Trento, Italy.
David Ernesto Salinas-Navarro is Senior Lecturer in Operations Management, Facultad de Ingenierķa, Universidad Panamericana, Mexico City, Mexico.
Rosario Michel-Villarreal is a Lecturer in Sustainability and Business in the Sustainability Research Institute at the University of Leeds, UK.
