Sử dụng đánh giá xác thực trong học phần “Vật lí đại cương”: Thiết kế nhiệm vụ, triển khai và trải nghiệm của sinh viên

Tóm tắt

Authentic assessment (AA) connects knowledge with meaningful contexts of use; however, course-level empirical evidence in Vietnam remains limited. This study examines how the characteristics of AA are translated into assessment tasks, enacted during implementation, and experienced by students. A case study was conducted in a General Physics course involving 31 students and four AA tasks. Task content, reports, images/videos, and student products were analyzed using content analysis, while data from a 16-item Likert survey were analyzed using descriptive statistics. The characteristics of AA were translated into different configurations of contexts, task requirements, activities, and products/evidence. Students reported positive perceptions of the practical relevance and value of the tasks; however, their experiences of cognitive challenge, learner agency, and the use of assessment criteria were uneven. The main difficulties concerned time, information processing, product development, and implementation conditions. The findings suggest that AA should be designed through coherent alignment among real-world contexts, cognitive challenge, student agency, assessment criteria, and appropriate implementation support. This study provides course-level empirical evidence and offers directions for further research on product quality, achievement of intended learning outcomes, and the applicability of AA across different educational contexts.