Authentic Assessment in Chemistry Education at Senior High Schools and Higher Education: A Systematic Literature Review (2015–2025)
Abstract
This study aims to systematically examine the types, implementation, roles of educators, and challenges in the application of authentic assessment in chemistry education at the senior high school and higher education levels. The research team searched the literature using the Publish or Perish software, accessed through the Google Scholar database, for the period from 2015 to 2025. From an initial 200 articles identified, screening based on inclusion and exclusion criteria yielded 25 relevant articles for further analysis. Data were analysed qualitatively using a thematic approach based on four main research questions. The findings reveal that educators have implemented authentic assessment in various forms, including performance assessment, projects, portfolios, inquiry-based experiments, e-portfolios, as well as self- and peer-assessment. These models emphasise a holistic integration of cognitive, affective, and psychomotor domains. Educators implement authentic assessments in diverse learning contexts, both face-to-face and online, and often integrate them with real-world, problem-based activities. Teachers and lecturers play roles as instrument designers, learning facilitators, and providers of formative feedback. However, the implementation of authentic assessment still faces several challenges, such as time constraints, limited facilities, digital readiness, and a lack of educator training. This review recommends policy support and the strengthening of teacher and lecturer capacity to ensure the effective implementation of authentic assessment in chemistry education.
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