Journal of Research in Science, Mathematics and Technology Education

Do STEM Programs Provide Authentic Assessments? Exploring Their Prevalence and Opportunities for Growth

Aradaryn Marsh 1 * ,
Althea Hotaling Hagan 1,
Lisa Benson 1
1 Clemson University* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 8, Issue SI, June 2025, pp. 263-280
OPEN ACCESS VIEWS: 299 DOWNLOADS: 144 Publication date: 15 Jun 2025
ABSTRACT
Authentic assessments in undergraduate STEM courses promote higher-order thinking and real-world relevance and are increasingly recognized for supporting student learning and inclusivity. This study examines the prevalence of authentic assessments– characterized by realism, cognitive challenge, and evaluative judgment– within an undergraduate natural resource (NR) department at a research-intensive (R1), predominantly white institution (PWI) in the United States (U.S.) Instructors of NR courses completed a survey to score the authenticity of their assessments, providing data on the design and implementation. Results revealed that while 42% of courses (n=26) met high authenticity standards, traditional exams remained dominant. Only four high-authenticity scoring courses used authentic assessments in place of traditional exams. These findings highlight the need for broader integration of authentic assessment practices to foster inclusivity and prepare students for real-world challenges. This manuscript also offers insights for future research and implications for faculty development, policy, and assessment practices.
KEYWORDS
Authentic Assessment, Higher Education, Inclusive Learning, Racially Marginalized Students.
CITATION (APA)
Marsh, A., Hagan, A. H., & Benson, L. (2025). Do STEM Programs Provide Authentic Assessments? Exploring Their Prevalence and Opportunities for Growth. Journal of Research in Science, Mathematics and Technology Education, 8(SI), 263-280. https://doi.org/10.31756/jrsmte.4111SI
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