Ruth Larsen Robin Sims Ian Whitehead


This article explores an example of authentic assessment practised on the English and History undergraduate programmes at the University of Derby, involving modules which lead to a public conference. Drawing on notions of authenticity in assessment both as connected to professional scenarios and as potentially transformative for the student in a wider sense, we outline the nature of the modules and their place within broader programme-level assessment strategy. We then detail their impact in terms of public engagement and raising the profile of the disciplines as well as, crucially, student feedback. Overall, we offer this practice as an example of successful authentic assessment in the Humanities which can lead students to engage more critically with their discipline and to discover new and highly transferable skills.