Student attitudes to, and achievement, in an innovative and authentic biotechnology assessment based on a ‘consultancy Response to Tender’

Dean, Andrew P ORCID: https://orcid.org/0000-0001-6893-5118, Redfern, James ORCID: https://orcid.org/0000-0003-0958-683X and Shaw, Kirsty J ORCID: https://orcid.org/0000-0001-9241-4195 (2025) Student attitudes to, and achievement, in an innovative and authentic biotechnology assessment based on a ‘consultancy Response to Tender’. Journal of Biological Education. ISSN 0021-9266

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Abstract

In recent years, there has been a significant reappraisal of assessment in HE, with increased attention towards authentic assessments, which are defined as those that are ‘authentic or work relevant’, or that ‘change the nature of student engagement or participation’. This paper investigates the design, implementation, and evaluation of an undergraduate unit based around an authentic assessment – the delivery of which was atypical to previous student experience. The unit had a modular structure with three separate mini-projects, each student writing up one for the consultancy style ‘Response to Tender’ assessment. Quantitative data were analysed for in-person attendance, online engagement, and assessment mark, while student attitudes towards the assessment were collected via questionnaires. Students reported high satisfaction, appreciated the real-world applicability, and identified the unit as providing useful skills for the future, including employability. They appreciated the active learning approach employed, stating that the design and approach of the unit encouraged attendance. The evidence provided here shows that the adoption of authentic assessment approaches, with assessments clearly linked to real-world applicability, can lead to high student satisfaction and engagement, and a positive student and staff experience.