Examining the Association Between Authentic Assessment and Perceived Research Competency in a Graduate Research Methods Course

Despite increasing emphasis on developing research competency in graduate education, a gap may persist between research methods instruction and students’ perceived ability to conduct independent research. This study examined the association between students’ perceived exposure to authentic assessment and their perceived research competency in a graduate research methods course. Data were collected from 210 master’s students across five disciplines at a large public university in Iran using self-report questionnaires assessing perceived authentic assessment and perceived research competency. Hierarchical regression analysis indicated a positive association between perceived authentic assessment and perceived research competency. After controlling for discipline, gender, and prior research experience, the addition of perceived authentic assessment explained an additional 33% of the variance in perceived research competency, with the full model explaining 49% of the variance. In a separate multiple regression analysis examining the eight reliable components of perceived authentic assessment, four components were significantly associated with perceived research competency: complex cognitive activities (β = .28), preparation for future profession (β = .26), diversity of tools (β = .22), and formative assessment (β = .19). Because the study used a cross-sectional, self-report design, these findings indicate statistical associations rather than causal effects or objectively verified research competencies. Future research should examine whether these associations are replicated across diverse institutional contexts and using objective or multi-source measures of research competency.