Motivational authentic assessment: a conceptual framework for assessment design in higher education
Martin, Christopher (2026) Motivational authentic assessment: a conceptual framework for assessment design in higher education. Assessment & Evaluation in Higher Education. pp. 1-17. ISSN 1469-297X
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Abstract
Authentic assessment is widely used in higher education to connect learning with disciplinary, professional and societal practice. Its motivational value, however, is often assumed rather than explained. This conceptual article uses Self-Determination Theory (SDT) to examine how assessment environments may support or frustrate students’ autonomy, competence and relatedness. A critical, integrative synthesis of authentic assessment and SDT scholarship informs a six-stage Motivational Framework for Authentic Assessment Design. The framework treats authenticity as relational and experienced, not as a fixed property of a task, and places the learner’s motivational experience at the centre of design. Illustrative examples from biochemistry, early childhood studies, statistics and teacher education show how the framework can be used across disciplinary and professional contexts. The analysis identifies qualifications: examinations can contain authentic features; professional relevance depends on staff currency and whose values are privileged; choice without structure may weaken rather than support autonomy; and inclusive design must anticipate disability, neurodiversity and varied preferences for collaboration. The article argues that authentic tasks create opportunities for meaningful engagement but cannot secure it. Their value depends on the package of teaching, scaffolding, feedback and relationships through which students encounter assessment. It concludes with design questions and priorities for empirical evaluation.
| Item Type: | Article |
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| Divisions: | Education |
| Depositing User: | Repository Admin |
| Date Deposited: | 08 Oct 2026 15:03 |
| Last Modified: | 09 Oct 2026 08:53 |
| URI: | https://ulaw.repository.guildhe.ac.uk/id/eprint/76 |
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