Ajjawi, R., Tai, R., Nghia, T. L. H., Boud, D., Johnson, L., & Patrick, C. J. (2020) Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context, Assessment & Evaluation in Higher Education, 45(2), 304-316, DOI: 10.1080/02602938.2019.1639613

Cumming, J. J., & Maxwell, G. S. (1999). Contextualising authentic assessment. Assessment in Education: Principles, Policy and Practice, 6(2), 177-194.

Gulikers, J., Bastiaens, T., & Kirschner, P. (2007). Defining authentic assessment: Five dimensions of authenticity. In A. Haves, & L. McDowell (Eds.), Balancing dilemmas in assessment and learning in contemporary education (pp. 73 - 86). New York: Routledge.

Tay, H. Y. (2015). Setting formative assessments in real-world contexts to facilitate self-regulated learning. Educational Research for Policy and Practice, 1-19.

Tay, H. Y. (2018). Designing quality authentic assessments. Abington, UK., Routledge.

Tay, H. Y. (2018). Designing quality authentic assessments. Abington, UK., Routledge.

This first title of the series on Assessment in Schools: Principles in Practice aims to make assessment theory accessible by explaining its implications and applications in practice, providing guidance on designing and implementing quality assessment practices, and giving authentic examples from current practices. Editors of this series include Dr Tay, A/P Kelvin Tan and Prof Valentina Klenowski of Queensland University of Technology, Australia. This book seeks to answer the following questions: What is Authentic Assessment? How is authentic assessment different from 'performance assessment' or 'alternative assessment'? How can authentic assessment support learner-centred education, especially when a performance-oriented culture favours pen-and- paper examinations?

Tay, H. Y. (2015). Setting formative assessments in real-world contexts to facilitate self-regulated learning. Educational Research for Policy and Practice, 1-19.

Some writers (Black and Wiliam in Phi Delta Kappan 80(2):139–148, 1998; Clark 2012; Panadero and Jonsson in Educational Research Review 9:129–144, 2013) have hypothesized a link between formative assessments (FA) andself-regulated learning (SRL). FA give students an opportunity to play an active role in their learning exercise, in other words to exercise SRL, while SRL gives the learners the will and skill to take advantage of the feedback offered by FA to progress. This paper provides empirical evidence of this link through interviews of 13 students (aged 16–17) from an all-girls school who were assigned two tasks which tested the same cognitive skills but set in contrasting contexts: one was a paper-and-pen class assignment while the other, in a live online forum. Data were gathered through one-to-one interviews which probed students’ use of SRL in the 3 phases (Forethought, Performance, and Self-reflection) based on Zimmerman’s cyclical model of self-regulation (2000). The findings helped shed light on how different FA contexts can affect students’ use of SRL, specifically in terms of their motivation, metacognition, and behavior.