Authentic assessment for Fundamental Electronics

This paper aims to address the gaps in the way current Fundamental Electronics (FE) laboratory sessions are conducted and assessed in polytechnic education by designing two performance tasks and adopting authentic assessment. The rationales include: 1) transformation of global economy and the goal of polytechnic education; 2) educational reform on teaching and learning; and 3) misalignment between the Ministry of Education (MOE) Science curriculum framework, the instructions and assessments in current FE laboratory lesson. The benefits and challenges in implementing the designed performance tasks and authentic assessment are also addressed.