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Master's Thesis: Can Authentic Assessments Enhance the Use of Higher-Order Thinking Skills?

Millbrook, Trakeisha
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Millbrook, Trakeisha
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Educational tests and measurements—United States, Critical thinking—Study and teaching—United States, Motivation in education—United States, Student-centered learning—United States, Education—Evaluation—United States
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Trakeisha Millbrook Final Draft .pdf
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https://hdl.handle.net/10267/36836
Abstract
This thesis explores how authentic assessments—those rooted in real-world relevance and student-centered learning—can foster higher-order thinking skills (HOTS) such as critical thinking and problem-solving. Millbrook critiques standardized testing as dehumanizing and disconnected from students' lived experiences, arguing that authentic assessments promote intrinsic motivation and meaningful engagement. Drawing on Paulo Freire's pedagogical theories and Gulikers et al.'s five-dimensional framework for authentic assessment, she proposes a model that integrates student voice, cultural relevance, and individualized learning contexts. The study emphasizes the importance of anecdotal records and teacher-student interaction in designing assessments that reflect students' strengths and needs. Ultimately, Millbrook advocates for a shift toward humanizing, inclusive assessment practices that empower students to demonstrate their full intellectual potential.
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