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Abstract
This article purposed to analyse the mediating role of authentic assessment in the relationship between teaching pedagogy and student satisfaction in the Singapore Private Education industry. The target group for this quantitative study consisted of international Postgraduate MBA students from various countries selected through simple random sampling methods. A questionnaire consisting of three dimensions i.e. Student Satisfaction, Teaching Pedagogy, and Authentic Assessment was constructed and used to collect opinions from 344 MBA graduates. Statistical Package for the Social Sciences (SPSS) was used to analyse the collected data. Multiple Linear Regression Analysis and Sobel Test showed the mediating effect and the predictive power of authentic assessment on the relationship between Teaching Pedagogy and student satisfaction. Essential research ethical issues were addressed and adhered to. The findings and knowledge generated from this study on student satisfaction will be significant and beneficial for institutions or individuals to identify and rectify any area for improvement in student satisfaction.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Lim, K. (2022). Authentic Assessment, Teacher Pedagogy, and Student Satisfaction. Basic and Applied Education Research Journal, 3(2), 108-121. https://doi.org/10.11594/baerj.03.02.04
References
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Anderson, P., & Morgan, G. (2008). Developing Tests and Questionnaires for a National Assessment of Educational Achievement. Washington: The World Bank, 100.
Australian Chamber of Commerce and Industry. (2007). The Australian national training system: Guidelines for employers. Melbourne: ACCI.
Bennett, R., & Kane, S. (2009). Factors associated with high first year undergraduate retention rates in business departments with non traditional intakes. International Journal of Management Education, 8(2), 53–66. https://doi.org/10.3794/ijme.82.276.
Brown, N., Kregor, G., & Williams, G. (2013). Technology Enhanced Learning and Teaching White Paper [Online]. Available at: https://www.teaching-learning.utas.edu.au/__data/assets/pdf_file/0020/439013/Technology-Enhanced-Learning-and-Teaching-White-Paper-Academic-Senate-15-November-2013.pdf. (Accessed: 5 December 2022).
Bung, M. (1967). Scientific research. Vol 1: The search for system; Vol 2: The search for truth. Berlin: Springer.
Chang, W.C., Ardiyanto, A.N., Wu, C.W., & Lin, C.N. (2020). The Application of SERVQUAL Model to Construct Indicators for Improvement of Agricultural Products Exhibitions Service Quality. Open Access Library Journal, 7(6). https://doi.org/10.4236/oalib.1106490.
Cheng M., (2016). Student Satisfaction and Quality Education. In: Quality in Higher Education. Rotterdam: Sense Publishers.
Clemes, M., Gan, C., & Kao, T. (2007). University student satisfaction: An empirical analysis. Journal of Marketing for Higher Education, 17(2), 292–325. https://doi.org/10.1080/08841240801912831.
Collins, H. (2010). Creative Research: The Theory and Practice of Research for the Creative Industries. Lausanne: AVA Publishing.
Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
Cronin, J., & Taylor, S. (1992). Measuring service quality: A re-examination and extension. Journal of Marketing, 56(3), 55–68. https://doi.org/10.2307/1252296.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment in teaching in context. Teaching and Teacher Education, 16(1), 523–545. https://doi.org/10.1016/S0742-051X(00)00015-9.
Dearlove, J. (1995). Collegiality, managerialism and leadership in English universities. Tertiary Education and Management, 1(2): 161–169. https://doi.org/10.1007/BF02354082.
Debra, J.R., & Rog, L.B. (1997). Handbook of Applied Social Research Methods. Thousand Oaks, California: SAGE Publications, 11.
Dewey, J., (1938). Experience and education. New York: Collier Macmillan Publishers.
Elliott, K.M., & Shin, D. (2002). Student Satisfaction: An alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(1), 197–209. https://doi.org/10.1080/1360080022000013518.
Goi, M.T., Kalidas, V., & Yunus, N. (2018). Mediating roles of emotion and experience in the stimulus-organism-response framework in higher education institutions. Journal of Marketing for Higher Education, 28(1), 90–112. https://doi.org/10.1080/08841241.2018.1425231.
Gulikers, J.T., Bastiaens, T.J., & Kirschner, P.A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67–86. https://doi.org/10.1007/BF02504676.
Guolla, M. (1999). Assessing the teaching quality to student satisfaction relationship: Applied customer satisfaction research in the classroom. Journal of Marketing Theory and Practice, 7(1), 87–97. https://doi.org/10.1080/10696679.1999.11501843.
Herrington, J., & Herrington, A. (1998). Authentic assessment and multimedia: how university students respond to a model of authentic assessment. Higher Educational Research and Development, 17(3), 305–322. https://doi.org/10.1080/0729436980170304.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48. https://doi.org/ 10.1007/BF02319856.
Hussey, J., & Hussey, R. (1997). Business Research: A Practical Guide for Undergraduate and Postgraduate Students. Basingstoke: Macmillan Business.
Jumanovich, T.A. & Eshboevna, T.D. (2019). Features of basic methodological approaches in pedagogy. European Journal of Research and Reflection in Educational Sciences, 7(12), 702–705.
Kasi, P. (2006). Research: What, Why and How?A Treatise from Researchers to Researchers. Indiana: AuthorHouse.
Kember, D. (2004). Interpreting student workload and the factors which shape students’ perception of their workload. Studies in Higher Education, 29(2), 165–184. https://doi.org/10.1080/0307507042000190778.
Ko, H.W., & Chung, M.F. (2014). Teaching Quality, Learning Satisfaction, and Academic Performance among Hospitality Students in Taiwan. World Journal of Education, 4(5). https://doi.org/10.5430/wje.v4n5p11.
Krejcie, R.V., & Morgan, D.W., (1970). Determining sample size for research activities. Educational and Psychological Measurement.
Kurt, S. (2020). Andragogy Theory – Malcolm Knowles, in Educational Technology [Online]. Available at: https://educationaltechnology.net/andragogy-theory-malcolm-knowles/ (Accessed: 5 December 2022).
Lamm, Z. (1963). Teaching and curriculum planning. In Gage, N. L. (Ed.). Paradigms for Research on Teaching: Handbook of Research on Teaching, Chicago: Rand McNally, 94–142.
Le Brun, M., & Johnstone, R. (1994). The quiet revolution improving student learning in law. Sydney. Australia: The Law Book Company.
Lombardi, M.M. (2007). Authentic Learning for the 21st Century: An Overview. ELI Paper 1 May 2007.
Mark, E. (2013). Student satisfaction and the customer focus in higher education. Journal of Higher Education Policy and Management, 35(1), 2–10. https://doi.org/10.1080/1360080X.2012.727703.
Meling, V., Kupczynski, L., Mundy, M., & Green, M. (2012). Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution. World Journal of Education, 3(3), 11. https://doi.org/10.5430/wje.v3n3p11.
Molesworth, M., Nixon, E., & Scullion, R. (2009). Having, being and higher education: The marketisation of the university and the transformation of the student into consumer. Teaching in Higher Education, 14(3), 277–287. https://doi.org/10.1080/13562510902898841.
Munteanu, C., Ceobanu, C., Bobâlcă, C., & Anton, A. (2010). An analysis of customer satisfaction in a higher education context. International Journal of Public Sector Management, 23(2), 124–140. https://doi.org/10.1108/09513551011022483.
Newmann, F.M., Marks, H.M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(4), 280–312. https://doi.org/10.1086/444136.
Osman, D., O’Leary, C., & Brimble, M. (2014). Model to evaluate attrition/retention decisions by accountancy diploma students: case study evidence from Sudan. Business Education and Accreditation, 6(2), 71–88. https://ssrn.com/abstract=2449746.
Reeves, A. (2011). Where great teaching begins: Planning for student thinking and learning. Alexandria, VA: ASCD.
Sargent, C., Borthick, A., & Lederberg, A. (2011) Improving retention for principle of accounting students: Ultra short online tutorials for motivating effort and improving performance. Issues in Accountancy Education, 26(4), 657–79. https://doi.org/10.57709/1061144.
Saunders, M., Lewis, P., & Thornhill, A. (2009). Research methods for business students (5th ed.). Essex: Pearson Education Limitedn.
Scarino, A. (2005). Going beyond criteria for judging performance. Barbel: Journal of the Australian Federation of Modern Language Teachers’ Association, 39(3), 8–16. https://doi.org/10.3316/IELAPA.200507105.
Segers, M., Dochy, F., & Cascallar, E. (2003). Optimising new modes of assessment: In search of qualities and standards. Dordrecht: Kluwer Academic Press.
Sekaran, U., & Bougie, R. (2010). Research methods for business: A skill-building approach (5th ed.). Haddington: John Wiley & Sons.
Shevlin, M., Banyard, P., Davies, M., & Griffiths, M. (2000). The validity of student evaluation of teaching in higher education: Love me, love my lectures? Assessment and Evaluation in Higher Education, 25(1), 397–405. https://doi.org/10.1080/713611436
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 51(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411.
Simpson, J. (2016). Authentic learning – Does it improve pass rates and student satisfaction? Journal of Perspectives in Applied Academic Practice, 4(2), 62–70. https://doi.org/10.14297/jpaap.v4i2.172.
Snehi, N. (2011). Improving teaching –learning process in schools: A challenge for the 21st century. Learning community, 2(1), 1-12. https://indianjournals.com/ijor.aspx?target=ijor:lco&volume=2&issue=1&article=001.
Somekh, B., & Lewin, C. (2005). Research Methods in the Social Sciences. London, California, New Delhi, India: SAGE Publications, 224.
Spooren, P., Mortelmans, D., & Denekens, J. (2007). Student evaluation of teaching quality in higher education: Development of an instrument based on 10 Likert-scales. Assessment & Evaluation in Higher Education, 32(1): 667–679. https://doi.org/10.1080/02602930601117191.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
Torulf, P. (2008). Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature. Practical Assessment Research & Evaluation, 13(4). https://doi.org/10.7275/0qpc-ws45.
Watering, G.V.D., Gijbels, D., Dochy, F. & Rachit, J.V.D. (2008). Students’ Assessment Preferences, Perceptions of Assessment and Their Relationships to Study Results. Higher Education, 56(6), 645–658. http://www.jstor.org/stable/40269095
Weerasinghe, IM.S., Lalitha, R., & Fernando, S. (2017). Students’ Satisfaction in Higher Education Literature Review. American Journal of Educational Research, 5(5), 533–539. https://doi.org/10.12691/education-5-5-9.
Wiggins, G. (1993). Authenticity, Context, and Validity. The Phi Delta Kappan, 75(3): 200–208, 21–214. https://eric.ed.gov/?id=EJ472587.
Wilkins, S., & Balakrishnan, M.S. (2013). Assessing student satisfaction in transnational higher education. International Journal of Educational Management, 146–153.
Winberg, T.M., & Hedman, L. (2008). Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes. Instructional Science, 36(4), 269-287. http://www.jstor.org/stable/23372883 .
Wisker, G. (2008). ‘Chapter 6: Research Methodologies’, The Postgraduate Research Handbook (2nd ed.). Houndmills, Basingstoke, Hamshire: Palgrave Macmilla.
Yona, L. (2020). Research Methods: Masters and Phd Students Handbook. UK: Author House.
Anderson, P., & Morgan, G. (2008). Developing Tests and Questionnaires for a National Assessment of Educational Achievement. Washington: The World Bank, 100.
Australian Chamber of Commerce and Industry. (2007). The Australian national training system: Guidelines for employers. Melbourne: ACCI.
Bennett, R., & Kane, S. (2009). Factors associated with high first year undergraduate retention rates in business departments with non traditional intakes. International Journal of Management Education, 8(2), 53–66. https://doi.org/10.3794/ijme.82.276.
Brown, N., Kregor, G., & Williams, G. (2013). Technology Enhanced Learning and Teaching White Paper [Online]. Available at: https://www.teaching-learning.utas.edu.au/__data/assets/pdf_file/0020/439013/Technology-Enhanced-Learning-and-Teaching-White-Paper-Academic-Senate-15-November-2013.pdf. (Accessed: 5 December 2022).
Bung, M. (1967). Scientific research. Vol 1: The search for system; Vol 2: The search for truth. Berlin: Springer.
Chang, W.C., Ardiyanto, A.N., Wu, C.W., & Lin, C.N. (2020). The Application of SERVQUAL Model to Construct Indicators for Improvement of Agricultural Products Exhibitions Service Quality. Open Access Library Journal, 7(6). https://doi.org/10.4236/oalib.1106490.
Cheng M., (2016). Student Satisfaction and Quality Education. In: Quality in Higher Education. Rotterdam: Sense Publishers.
Clemes, M., Gan, C., & Kao, T. (2007). University student satisfaction: An empirical analysis. Journal of Marketing for Higher Education, 17(2), 292–325. https://doi.org/10.1080/08841240801912831.
Collins, H. (2010). Creative Research: The Theory and Practice of Research for the Creative Industries. Lausanne: AVA Publishing.
Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
Cronin, J., & Taylor, S. (1992). Measuring service quality: A re-examination and extension. Journal of Marketing, 56(3), 55–68. https://doi.org/10.2307/1252296.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment in teaching in context. Teaching and Teacher Education, 16(1), 523–545. https://doi.org/10.1016/S0742-051X(00)00015-9.
Dearlove, J. (1995). Collegiality, managerialism and leadership in English universities. Tertiary Education and Management, 1(2): 161–169. https://doi.org/10.1007/BF02354082.
Debra, J.R., & Rog, L.B. (1997). Handbook of Applied Social Research Methods. Thousand Oaks, California: SAGE Publications, 11.
Dewey, J., (1938). Experience and education. New York: Collier Macmillan Publishers.
Elliott, K.M., & Shin, D. (2002). Student Satisfaction: An alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(1), 197–209. https://doi.org/10.1080/1360080022000013518.
Goi, M.T., Kalidas, V., & Yunus, N. (2018). Mediating roles of emotion and experience in the stimulus-organism-response framework in higher education institutions. Journal of Marketing for Higher Education, 28(1), 90–112. https://doi.org/10.1080/08841241.2018.1425231.
Gulikers, J.T., Bastiaens, T.J., & Kirschner, P.A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67–86. https://doi.org/10.1007/BF02504676.
Guolla, M. (1999). Assessing the teaching quality to student satisfaction relationship: Applied customer satisfaction research in the classroom. Journal of Marketing Theory and Practice, 7(1), 87–97. https://doi.org/10.1080/10696679.1999.11501843.
Herrington, J., & Herrington, A. (1998). Authentic assessment and multimedia: how university students respond to a model of authentic assessment. Higher Educational Research and Development, 17(3), 305–322. https://doi.org/10.1080/0729436980170304.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48. https://doi.org/ 10.1007/BF02319856.
Hussey, J., & Hussey, R. (1997). Business Research: A Practical Guide for Undergraduate and Postgraduate Students. Basingstoke: Macmillan Business.
Jumanovich, T.A. & Eshboevna, T.D. (2019). Features of basic methodological approaches in pedagogy. European Journal of Research and Reflection in Educational Sciences, 7(12), 702–705.
Kasi, P. (2006). Research: What, Why and How?A Treatise from Researchers to Researchers. Indiana: AuthorHouse.
Kember, D. (2004). Interpreting student workload and the factors which shape students’ perception of their workload. Studies in Higher Education, 29(2), 165–184. https://doi.org/10.1080/0307507042000190778.
Ko, H.W., & Chung, M.F. (2014). Teaching Quality, Learning Satisfaction, and Academic Performance among Hospitality Students in Taiwan. World Journal of Education, 4(5). https://doi.org/10.5430/wje.v4n5p11.
Krejcie, R.V., & Morgan, D.W., (1970). Determining sample size for research activities. Educational and Psychological Measurement.
Kurt, S. (2020). Andragogy Theory – Malcolm Knowles, in Educational Technology [Online]. Available at: https://educationaltechnology.net/andragogy-theory-malcolm-knowles/ (Accessed: 5 December 2022).
Lamm, Z. (1963). Teaching and curriculum planning. In Gage, N. L. (Ed.). Paradigms for Research on Teaching: Handbook of Research on Teaching, Chicago: Rand McNally, 94–142.
Le Brun, M., & Johnstone, R. (1994). The quiet revolution improving student learning in law. Sydney. Australia: The Law Book Company.
Lombardi, M.M. (2007). Authentic Learning for the 21st Century: An Overview. ELI Paper 1 May 2007.
Mark, E. (2013). Student satisfaction and the customer focus in higher education. Journal of Higher Education Policy and Management, 35(1), 2–10. https://doi.org/10.1080/1360080X.2012.727703.
Meling, V., Kupczynski, L., Mundy, M., & Green, M. (2012). Supplemental instruction and academic success and retention in science courses at a Hispanic-serving institution. World Journal of Education, 3(3), 11. https://doi.org/10.5430/wje.v3n3p11.
Molesworth, M., Nixon, E., & Scullion, R. (2009). Having, being and higher education: The marketisation of the university and the transformation of the student into consumer. Teaching in Higher Education, 14(3), 277–287. https://doi.org/10.1080/13562510902898841.
Munteanu, C., Ceobanu, C., Bobâlcă, C., & Anton, A. (2010). An analysis of customer satisfaction in a higher education context. International Journal of Public Sector Management, 23(2), 124–140. https://doi.org/10.1108/09513551011022483.
Newmann, F.M., Marks, H.M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(4), 280–312. https://doi.org/10.1086/444136.
Osman, D., O’Leary, C., & Brimble, M. (2014). Model to evaluate attrition/retention decisions by accountancy diploma students: case study evidence from Sudan. Business Education and Accreditation, 6(2), 71–88. https://ssrn.com/abstract=2449746.
Reeves, A. (2011). Where great teaching begins: Planning for student thinking and learning. Alexandria, VA: ASCD.
Sargent, C., Borthick, A., & Lederberg, A. (2011) Improving retention for principle of accounting students: Ultra short online tutorials for motivating effort and improving performance. Issues in Accountancy Education, 26(4), 657–79. https://doi.org/10.57709/1061144.
Saunders, M., Lewis, P., & Thornhill, A. (2009). Research methods for business students (5th ed.). Essex: Pearson Education Limitedn.
Scarino, A. (2005). Going beyond criteria for judging performance. Barbel: Journal of the Australian Federation of Modern Language Teachers’ Association, 39(3), 8–16. https://doi.org/10.3316/IELAPA.200507105.
Segers, M., Dochy, F., & Cascallar, E. (2003). Optimising new modes of assessment: In search of qualities and standards. Dordrecht: Kluwer Academic Press.
Sekaran, U., & Bougie, R. (2010). Research methods for business: A skill-building approach (5th ed.). Haddington: John Wiley & Sons.
Shevlin, M., Banyard, P., Davies, M., & Griffiths, M. (2000). The validity of student evaluation of teaching in higher education: Love me, love my lectures? Assessment and Evaluation in Higher Education, 25(1), 397–405. https://doi.org/10.1080/713611436
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 51(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411.
Simpson, J. (2016). Authentic learning – Does it improve pass rates and student satisfaction? Journal of Perspectives in Applied Academic Practice, 4(2), 62–70. https://doi.org/10.14297/jpaap.v4i2.172.
Snehi, N. (2011). Improving teaching –learning process in schools: A challenge for the 21st century. Learning community, 2(1), 1-12. https://indianjournals.com/ijor.aspx?target=ijor:lco&volume=2&issue=1&article=001.
Somekh, B., & Lewin, C. (2005). Research Methods in the Social Sciences. London, California, New Delhi, India: SAGE Publications, 224.
Spooren, P., Mortelmans, D., & Denekens, J. (2007). Student evaluation of teaching quality in higher education: Development of an instrument based on 10 Likert-scales. Assessment & Evaluation in Higher Education, 32(1): 667–679. https://doi.org/10.1080/02602930601117191.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
Torulf, P. (2008). Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature. Practical Assessment Research & Evaluation, 13(4). https://doi.org/10.7275/0qpc-ws45.
Watering, G.V.D., Gijbels, D., Dochy, F. & Rachit, J.V.D. (2008). Students’ Assessment Preferences, Perceptions of Assessment and Their Relationships to Study Results. Higher Education, 56(6), 645–658. http://www.jstor.org/stable/40269095
Weerasinghe, IM.S., Lalitha, R., & Fernando, S. (2017). Students’ Satisfaction in Higher Education Literature Review. American Journal of Educational Research, 5(5), 533–539. https://doi.org/10.12691/education-5-5-9.
Wiggins, G. (1993). Authenticity, Context, and Validity. The Phi Delta Kappan, 75(3): 200–208, 21–214. https://eric.ed.gov/?id=EJ472587.
Wilkins, S., & Balakrishnan, M.S. (2013). Assessing student satisfaction in transnational higher education. International Journal of Educational Management, 146–153.
Winberg, T.M., & Hedman, L. (2008). Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes. Instructional Science, 36(4), 269-287. http://www.jstor.org/stable/23372883 .
Wisker, G. (2008). ‘Chapter 6: Research Methodologies’, The Postgraduate Research Handbook (2nd ed.). Houndmills, Basingstoke, Hamshire: Palgrave Macmilla.
Yona, L. (2020). Research Methods: Masters and Phd Students Handbook. UK: Author House.