Authentic assessment in forensic science programmes: A UK-based survey of practitioners

Abstract

Authentic assessment is becoming increasingly common in higher education, and it can be achieved in forensic science programmes by asking students to complete realistic workplace tasks. We argue that preparing students for the forensic science workplace also means preparing them for the ongoing training and assessment they will experience. Using an online questionnaire of 60 practitioners, we surveyed the assessment methods that are used in forensic science workplaces to assess theoretical knowledge and practical skills. Just over half of the participants (52 %) were from the UK. The most common form of assessment for practical skills was observation by another scientist (reported by n = 44, 76 % of participants), followed by competency testing (reported by n = 27, 47 % of participants). The most common form of assessment for theoretical knowledge was as part of practical skills or competency testing (n = 40, 69 % of participants), followed by practice statement(s) or report(s) (n = 32, 55 % of participants). We then audited the assessment regime for our BSc (Hons) Forensic Science programme to identify any gaps, and established the main one as a lack of observed competency testing. We encourage those running forensic science programmes to conduct a similar audit and consider addressing any gaps, whilst being cognisant that not all assessments have to be authentic, and that our graduates may enter a range of careers, so require transferable skills.