Synoptic and Authentic Assessments: Moving Away From Traditional Assessments to Integrate the Development of Transferable Skills

Abstract

Using traditional forms of assessment (e.g. exams and essays) does not fit with a program that aims to have a broader and richer approach to the subject as well as the development of transferable skills that will upskill students and prepare them for the graduate world. In addition, assessment is not to be used as a form of reassurance to the assessor (i.e. they have done a ‘good’ job); assessment must allow the student to understand and discover what is fundamental from the topic, at the same time as they learn different, innovative, practical ways to show and disseminate key knowledge and their skills set. This approach is in line with Brunel University London’s strategy of using new, innovative ways of teaching and learning, and simultaneously it provides students with continuity, consistency, and clarity in terms of their assessments across the program. The purpose of this paper is to disseminate good practice on the use of innovative assessments, specifically authentic, synoptic and reflective assessments. These assessments ensure a positive correlation with the skills set students must carry into their graduate careers, as well as allowing a shift from ‘silo-thinking’ to a more interconnected perspective between modules, and improving synthesis and application skills.