This presentation investigates the intricate interplay between authentic assessment, student motivation, and self-determination in educational contexts. Grounded in a comprehensive review of the literature, the presentation explores the theoretical underpinnings of self-determination as a motivational theory and how this could apply to practices within authentic assessment. Drawing upon self-determination as the main framework, the presentation elucidates how the three psychological conditions of autonomy, competence, and relatedness can be promoted through the implementation of authentic assessment practices. The analysis underscores the pivotal role of authentic assessment in nurturing student autonomy and cultivating a sense of competence, ultimately leading to enhanced intrinsic motivation and engagement in the assessment process. A brief discussion sheds light on the theoretical insights, emphasising the relevance of this presentation's commentary for informing educational policy and assessment design. Overall, this presentation offers a nuanced understanding of how the fusion of authentic assessment and self-determination theory can shape a motivating and empowering educational experience, ultimately leading to improved outcomes for students.

Authors:
Christopher Martin, Birmingham City University, United Kingdom

About the Presenter(s)
Dr Chris Martin is a Senior Learner Developer within the Centre for Academic Success at Birmingham City University. He has an academic background in languages, linguistics and education with a specific interest in motivation and engagement.

Connect on Linkedin
https://www.linkedin.com/in/dr-chris-martin-sfhea-4640b5196

See this presentation on the full schedule – Monday Schedule

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