Enhancing Authentic Assessment in Large-Class Design Education Through Authentic Project-Based Learning

Abstract

As global economies advance, the cultivation of critical thinking and creativity in higher education is increasingly important for societal and economic progress. Adopting traditional educational methods to larger class sizes where personalized attention is scarce is crucial. This research delves into the fusion of blended and authentic project-based learning by integrating online and face-to-face instruction to immerse students in practical scenarios. The study examines how these integrated methods can improve student engagement, critical thinking, creativity, and proposes an effective assessment system for large-class design education. Drawing from Herrington’s principles of authentic learning and utilizing a mixed-method approach, which includes a Likert scale survey of Design Management students, the research indicates a notable impact of blended and authentic learning on assessment outcomes. The study, presented within the ANABLE (Assessment strategy iN Authentic Blended Learning Environment) framework, emphasizes the enhancements in assessment practices. These improvements enable educators to track learning progress, identify areas needing enhancement, and gauge proficiency levels. The results imply that these pedagogical methods boost learning outcomes by involving students in complex, relevant problems, encouraging deep cognitive engagement, and offering personalized feedback. The findings suggest that these integrated strategies provide practical solutions for large classes, effectively equipping students for contemporary workforce requirements. Enhancing assessment techniques and promoting active learning enhance comprehension and memory retention, develop pertinent skills, foster deeper learning, facilitate fruitful collaboration, and enhance both assessment results and overall student contentment.