Rethinking assessment: authentic and equitable approaches in sustainable development education

Abstract The 17 sustainable development goals (SDGs) envision a future in which lasting peace and prosperity are achieved for both people and the planet. Achieving these goals however needs special set of complex skills. Sustainability development education is equipped with the task of preparing students with competencies required for solving complex problems associated with the SDGs. With this task comes the challenge of creating assessments that can evaluate whether students have achieved these competencies. Moreover, educators must design these assessments to be authentic and equitable, keeping in mind the unique multidisciplinary nature of these educational programs. This paper presents primary and secondary data collection, as potential assessment tools in sustainability development education. Based on the summative assessments and student satisfaction survey results of 149 students enrolled in a sustainability development education program in a reputable Australian university, this article shows that these assessment led to authentic and equitable experience for students. This paper contributes to the scholarship of assessments in higher education, sustainable development education, and provides practical suggestions to education designers.