Fostering Entrepreneurial Learning through Authentic Assessment in a Self-Directed Learning Environment: A Systematic Literature Review
Keywords:
assessment; authentic assessment; entrepreneurial learning; self-directed learning.Abstract
Entrepreneurial learning fosters value creation beyond traditional business-orientated aims but remains underdeveloped in South African schools. With rising youth unemployment and dropout rates, there is a need for alternative strategies to equip learners for success in business and life. Self-directed learning promotes autonomy and the skill sets required for entrepreneurial learning, while authentic assessment connects learning to the needs of the community and workplace. However, there is scant research that explores the way the practice of authentic assessment in self-directed learning environments can support entrepreneurial learning. This systematic literature review explores how entrepreneurial learning can be fostered through authentic assessment in self-directed learning environments in South African secondary schools. Inclusion criteria were used to select existing literature on authentic assessment, self-directed learning and entrepreneurial learning and examine it to map out key processes for implementing authentic assessment in self-directed learning environments that teachers can use as a guide to foster entrepreneurial learning. After completing the literature search and screening process, 23 studies were analysed using a thematic synthesis approach. The findings identified key design principles that provide a conceptual basis for integrating authentic assessment practices into self-directed learning to foster entrepreneurial learning that is applicable across various secondary school subject areas.
https://doi.org/10.26803/ijlter.24.10.12
References
Ayyildiz, Y., & Tarhan, L. (2015). Development of the self-directed learning skills scale. International Journal of Lifelong Education, 34(6), 663-679. https://doi.org/10.1080/02601370.2015.1091393
Azim, S., & Khan, M. (2012). Authentic assessment: An instructional tool to enhance students learning. Academic Research International, 2(3), 314-320. http://ecommons.aku.edu/pakistan_ied_pdcc/11
Boldureanu, G., Ionescu, A. M., Bercu, A. M., Bedrule-Grigoru??, M. V., & Boldureanu, D. (2020). Entrepreneurship education through successful entrepreneurial models in higher education institutions. Sustainability, 12(3), art. #1267. https://doi.org/10.3390/su12031267
Bolhuis, S., & Voeten, M. J. (2001). Toward self-directed learning in secondary schools: What do teachers do? Teaching and Teacher Education, 17(7), 837-855. https://doi.org/10.1016/S0742-051X(01)00034-8
Brandt, W. C. (2020). Measuring student success skills: A review of the literature on self-directed learning. National Center for the Improvement of Educational Assessment. https://files.eric.ed.gov/fulltext/ED607782.pdf.
Brown, S. (2015). Authentic assessment: Using assessment to help students learn. Relieve, 21(2), 1-8. http://dx.doi.org/10.7203/relieve.21.2.7674
Butcher, K. R., & Sumner, T. (2011). Self-directed learning and the sensemaking paradox. Human–Computer Interaction, 26(1/2), 123-159. https://doi.org/10.1080/07370024.2011.556552
Cabrera, D., Cabrera, L., & Cabrera, E. (2023). The steps to doing a systems literature review (SLR). Journal of Systems Thinking Preprints, 23(3), 1-27. https://doi.org/1054120/jost.pr000019.v1
Chen, C. H., Chen, K. Z., & Tsai, H. F. (2022). Did self-directed learning curriculum guidelines change Taiwanese high-school students’ self-directed learning readiness? The Asia–Pacific Education Researcher, 31(4), 409-426. https://doi.org/10.1007/s40299-021-00582-w
De Lannoy, A., & Mudiriza, G. (2019). A profile of young NEETs: Unpacking the heterogeneous nature of young people not in employment, education or training in South Africa (No. 249). Southern Africa Labour and Development Research Unit, University of Cape Town.
Department of Basic Education. (2011). Curriculum and assessment policy statement Grades 7–9: Natural Sciences. Government Printing Works. https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%20SP%20%20NATURAL%20SCIENCES%20GR%207-9%20%20WEB.pdf?ver=2015-01-27-160159-297
DiMartino, J., Castaneda, A., Brownstein, M., & Miles, S. (2007). Authentic assessment. Principal’s Research Review, 2(4), 1-8.
Din, N., Haron, S., & Rashid, R. M. (2016). Can self-directed learning environment improve quality of life? Procedia – Social and Behavioral Sciences, 222, 219-227. https://doi.org/10.1016/j.sbspro.2016.05.150
Du Toit, A. (2023). Entrepreneurial learning: Creating value towards social justice. Research in Educational Policy and Management, 5(3) 1-19. https://doi.org/10.46303/repam.2023.18
Du Toit, A., & Kempen, E. L. (2020). Effectual structuring of entrepreneurship education: Guidelines for overcoming inadequacies in the South African school curriculum. Africa Education Review, 17(4), 41-55. https://doi.org/10.1080/18146627.2020.1868074
Du Toit-Brits, C., & Van Zyl, C. M. (2017). Self-directed learning characteristics: Making learning personal, empowering and successful. Africa Education Review, 14(3/4), 122-141. https://doi.org/10.1080/18146627.2016.1267576
Fejes, A., Nylund, M., & Wallin, J. (2019). How do teachers interpret and transform entrepreneurship education? Journal of Curriculum Studies, 51(4), 554-566. https://doi.org/10.1080/00220272.2018.1488998
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical Assessment, Research, and Evaluation, 17(1), 1-18. https://doi.org/10.7275/sxbs-0829
Golightly, A. (2018). The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning. Journal of Geography in Higher Education, 42(3), 460-478. https://doi.org/10.1080/03098265.2018.1463974
Grant, K., Fedoruk, L., & Nowell, L. (2021). Conversations and reflections on authentic assessment. Imagining SoTL, 1, 146-162. https://doi.org/10.29173/isotl532
Gunness, S., Tarling, I., & Haipinge, E. (2021). Gathering expert opinions on self-directed learning and online assessment using OER: A Delphi approach for redesigning student assessments. In D. Burgos, & J. Olivier (Eds.), Radical solutions for education in Africa: Open education and self-directed learning in the continent (pp. 59-86). Springer. https://doi.org/10.1007/978-981-16-4099-5_4
Ha?gg, G., & Kurczewska, A. (2022). Entrepreneurship education: Scholarly progress and future challenges. Routledge. https://doi.org/10.4324/9781003194972
Jagals, D. (2021). Assessment as an epistemological tool to facilitate metacognitive awareness and promote self-directed learning. In E. Mentz, & A. Lubbe (Eds.), Learning through assessment: An approach towards self-directed learning (pp. 123-142). AOSIS. https://doi.org/10.4102/aosis.2021.bk280.06
Johnson, L., & Van Wyk, M. M. (2016). Approaches to teaching EMS: The teacher-centered approach. In M. M. van Wyk, & K. Dos Reis (Eds.), Teaching EMS in the senior phase (pp. 104–120). Oxford University Press.
Kanjee, A., & Sayed Y. (2013). Assessment policy in post-apartheid South Africa: Challenges for improving education quality and learning. Assessment in Education: Principles, Policy & Practice, 20(4), 442-469. https://doi.org/10.1080/0969594X.2013.838541
Kicken, W., Brand-Gruwel, S., Van Merriënboer, J., & Slot, W. (2009). Design and evaluation of a development portfolio: How to improve students’ self-directed learning skills. Instructional Science, 37, 453-473. https://doi.org/10.1007/s11251-008-9058-5
Kleine, R. E., & Yoder, J. D. (2011). Operationalizing and assessing the entrepreneurial mindset: A rubric based approach. The Journal of Engineering Entrepreneurship, 2(2), 57-86. https://www.researchgate.net/publication/263730572_Operationalizing_and_Assessing_the_Entrepreneurial_Mindset_A_Rubric_Based_Approach
Kraus, S., Breier, M., & Dasí-Rodríguez, S. (2020). The art of crafting a systematic literature review in entrepreneurship research. International Entrepreneurship and Management Journal, 16, 1023-1042. https://doi.org/10.1007/s11365-020-00635-4
Kuratko, D. F., Fisher, G., & Audretsch, D. B. (2021). Unravelling the entrepreneurial mindset. Small Business Economics, 57(4), 1681-1691. https://doi.org/10.1007/s11187-020-00372-6
Kusdiyanti, H., Juariyah, L., Wilujeng, I., Anggarani, D., Bramantya, A., Febrianto, I., & Lazuardi, W. (2023). Authentic assessment based on case-based learning as a media for increasing vocational school students’ economic literacy and self-efficacy in digital era. In Proceedings of the 7th International Research Conference on Economics and Business, IRCEB (Vol. 26). http://dx.doi.org/10.4108/eai.26-9-2023.2350724
Lãma, G. (2021). Self-directed learning in secondary education during remote study process: Case study in Latvia. In L. Daniela (Ed.), Human technologies and quality of education (pp. 309-320). University of Latvia Press. https://doi.org/10.22364/htqe.2021.22
Larsen, I. B., & Neergaard, H. (2024). What lies beneath: Using student reflections to study the entrepreneurial mindset in entrepreneurship education. International Journal of Entrepreneurial Behavior & Research, 30(5), 1149-1176. https://doi.org/10.1108/IJEBR-06-2023-0578
Larson, J., Jordan, S. S., Lande, M., & Weiner, S. (2020). Supporting self-directed learning in a project-based embedded systems design course. IEEE Transactions on Education, 63(2), 88-97. https://doi.org/10.1109/TE.2020.2975358
Li, S., & Wang, H. (2018). Traditional literature review and research synthesis. In A. Phakiti, P. de Costa, L. Plonsky, & S. Starfield (Eds.), The Palgrave handbook of applied linguistics research methodology (pp. 123–144). Springer Nature. https://doi.org/10.1057/978-1-137-59900-1_6
Lindberg, E., Bohman, H., Hulten, P., & Wilson, T. (2017). Enhancing students’ entrepreneurial mindset: A Swedish experience. Education and Training, 59(7/8), 768-779. https://doi.org/10.1108/ET-09-2016-0140
Lindner, J. (2018). Entrepreneurship education for a sustainable future. Discourse and Communication for Sustainable Education, 9(1), 115-127. https://doi.org/10.2478/dcse-2018-0009
Litchfield, B. C., & Dempsey, J. V. (2015). Authentic assessment of knowledge, skills, and attitudes. New Directions for Teaching and Learning, 142(142), 65-80. https://doi.org/10.1002/tl.20130
Lubbe, A., & Mentz, E. (2021). Self-directed learning-oriented assessment and assessment literacy: Essential for 21st century learning. In E. Mentz, & A. Lubbe (Eds.), Learning through assessment: An approach towards self-directed learning (pp. 1-25). AOSIS. https://doi.org/10.4102/aosis.2021.bk280.01
Lund, J. (1997). Authentic assessment: Its development & applications. Journal of Physical Education, Recreation & Dance, 68(7), 25-28. https://doi.org/10.1080/07303084.1997.10604979
Maharajh, L. R., Nkosi, T., & Mkhize., M. C. (2016). Teachers’ experiences of the implementation of the Curriculum and Assessment Policy Statement (CAPS) in three primary schools in KwaZulu-Natal. Africa’s Public Service Delivery & Performance Review, 4(3), 371-388. https://doi.org/10.4102/apsdpr.v4i3.120
Matli, W., & Ngoepe, M. (2021). Life situations and lived experiences of young people who are not in education, employment, or training in South Africa. Education+ Training, 63(9), 1242-1257. https://doi.org/10.1108/ET-10-2019-0231
Mengist, W., Soromessa, T., & Legese, G. (2020). Method for conducting systematic literature review and meta-analysis for environmental science research. MethodsX, 7(2), art. #100777. https://doi.org/10.1016/j.mex.2019.100777
Mentz, E., & Van Zyl, S. (2018). The impact of cooperative learning on self-directed learning abilities in the computer applications technology class. International Journal of Lifelong Education, 37(4), 482-494. https://doi.org/10.1080/02601370.2018.1513426
Moria, E., Refnaldi, R., & Zaim, M. (2017). Using authentic assessment to better facilitate teaching and learning: The case for students’ writing assessment. Sixth International Conference on Languages and Arts (ICLA 2017), 18 October, Atlantis Press, 333-337. https://doi.org/10.2991/icla-17.2018.57
Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4), 633-653. https://doi.org/10.1007/s11159-019-09793-2
Morris, T. H., & König, P. D. (2020). Self-directed experiential learning to meet ever-changing entrepreneurship demands. Education+ Training, 63(1), 23-49. https://doi.org/10.1108/ET-09-2019-0209
Morselli, D., & Morselli, D. (2019). The assessment of entrepreneurial education. In D. Morselli (Ed.), The change laboratory for teacher training in entrepreneurship education: A new skills agenda for Europe (pp. 17-36). Springer Open. https://doi.org/10.1007/978-3-030-02571-7_2
Murphy, V., Fox, J., Freeman, S., & Hughes, N. (2017). “Keeping it real”: A review of the benefits, challenges and steps towards implementing authentic assessment. All Ireland Journal of Higher Education, 9(2801), 3231-3237. https://doi.org/10.62707/aishej.v9i3.280
Nadelson, L. S., Palmer, A. D. N., Benton, T., Basnet, R., Bissonnette, M., Cantwell, L., Jouflas, G., Elliot, E., Fromm, M., & Lanci, S. (2018). Developing next generation of innovators: Teaching entrepreneurial mindset elements across disciplines. International Journal of Higher Education, 7(5), 114-126. https://doi.org/10.5430/ijhe.v7n5p114
Ngah, R., Junid, J., & Osman, C. A. (2019). The links between role of educators, self-directed learning, constructivist learning environment and entrepreneurial endeavor: Technology entrepreneurship pedagogical approach. International Journal of Learning, Teaching and Educational Research, 18(11), 414-427. https://doi.org/10.26803/ijlter.18.11.25
Nkambule, G., & Amsterdam, C. (2018). The realities of educator support in a South African school district. South African Journal of Education, 38(1), 1-11. https://doi.org/10.15700/saje.v38n1a1433
Nogueira, T. F. (2019). Entrepreneurial learning: What do we mean by it? The Learning Organization, 26(6), 560-573. https://doi.org/10.1108/TLO-04-2018-0067
Olivier, J. (2021). Self-directed multimodal assessment: Towards assessing in a more equitable and differentiated way. In E. Mentz, & A. Lubbe (Eds.), Learning through assessment: An approach towards self-directed learning (pp. 51-69). AOSIS. https://doi.org/10.4102/aosis.2021.bk280.03
Pidduck, R. J., Clark, D. R., & Lumpkin, G. T. (2023). Entrepreneurial mindset: Dispositional beliefs, opportunity beliefs, and entrepreneurial behavior. Journal of Small Business Management, 61(1), 45-79. https://doi.org/10.1080/00472778.2021.1907582
Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3), 292-296. https://doi.org/10.5688/ajpe847512
Runhare, T., Ouda, J. B., Vele, M. T., & Mudzielwana, N. (2021). School–community interventions to curb learner dropout: The perceptions of key education stakeholders in a rural South African school neighbourhood. International Review of Education, 67(5), 591-610. https://doi.org/10.1007/s11159-021-09910-0
Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. Perennial Journal of History, 2(2), 403-421. https://doi.org/10.52700/pjh.v2i2.86t
Santos, S. C., Neumeyer, X., & Morris, M. H. (2019). Entrepreneurship education in a poverty context: An empowerment perspective. Journal of Small Business Management, 57, 6-32. https://doi.org/10.1111/jsbm.12485
Schweder, S., & Raufelder, D. (2022). Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments. Learning Environments Research, 25(2), 507-522. https://doi.org/10.1007/s10984-021-09378-7
Scroccaro, A., Engzell, J., & Norrman, C. (2025). Authentic assessment in challenge-based learning: How to assess 21st-century skills in innovation and entrepreneurship education. In E. Vilalta-Perdomo, A. Scroccaro, D. E. Salinas-Navarro, & R. Michel-Villarreal (Eds.), The Emerald handbook of active learning for authentic assessment (pp. 59-79). Emerald Publishing. https://doi.org/10.1108/978-1-83797-857-120251004
Sebatana, M. J., & Dudu, W. T. (2022). Enhancing Grade 10 Physical Sciences teachers’ self-directedness in implementing blended problem-based learning. Science Education International, 33(4), 427-437. https://doi.org/10.33828/sei.v33.i4.11
Sepadi, M., & Molapo, K. (2024). Exploring teacher understanding of Curriculum and Assessment Policy Statement document implementation in South African schools. Frontiers in Education, 9, art. #1354959. https://doi.org/10.3389/feduc.2024.1354959
Spaull, N. (2013). South Africa’s education crisis: The quality of education in South Africa 1994–2011. Centre for Development and Enterprise.
Statistics South Africa. (2024). Quarterly labour force survey: Quarter 4:2024, Statistical release P0211. https://www.statssa.gov.za/publications/P0211/P02114thQuarter2024.pdf
Timmermans, A. (2023). Enhancing self-directed learning readiness in entrepreneurship education. Journal of Higher Education Theory and Practice, 23(9), 231-249. https://doi.org/10.33423/jhetp.v23i9.6137
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840 854. https://doi.org/10.1080/02602938.2017.1412396
Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2020). Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International, 57(1), 38-49. https://doi.org/10.1080/14703297.2018.1564882
Welsandt, N. C. J., Fortunati, F., Winther, E., & Abs, H. J. (2024). Constructing and validating authentic assessments: The case of a new technology-based assessment of economic literacy. Empirical Research in Vocational Education and Training, 16(1), art. #4. https://doi.org/10.1186/s40461-024-00158-0
Wiggins, G. (2011). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 92(7), 81-93. https://doi.org/10.1177/003172171109200721
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93-112. https://doi.org/10.1177/0739456X17723971
Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68, 2073–2093. https://doi.org/10.1007/s11423-020-09747-8
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Effiness Harawa Kamanga, Danel NA Kruger
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
