authentic assessment

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Designing and implementing authentic assessment Swinburne University of Technology, September 14, 2015 David Carless University of Hong Kong The University of Hong Kong

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Page 1: Authentic assessment

Designing and implementing authentic assessment

Swinburne University of Technology,

September 14, 2015David Carless

University of Hong Kong

The University of Hong Kong

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Overview1. Two assessment task designs2. Authentic learning-oriented assessment 3. Principles of assessment design 4. Challenges & Implications

The University of Hong Kong

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Research process The University of Hong Kong

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The University of Hong Kong

HISTORY CASE STUDY

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Making History course• Foundation level, year 1, 110 students

The University of Hong Kong

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Making History LOsCritical engagement with representations of

past; interpret connections between past & present;

The University of Hong Kong

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History Assessment Fieldwork report (30%): Museum visit

Individual project (40%): draft 10%, final 30%

Participation (30%):tutorial participation 15%short weekly written responses 15% (cf. Carless & Zhou, 2015)

The University of Hong Kong

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Museum report1000 words or podcast

Issues: key messages; use of space; coverage and omissions

The University of Hong Kong

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Sample Project (1) Relationship between film & history

The University of Hong Kong

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Sample Project (2) Walking tour of sites of Hong Kong identity

The University of Hong Kong

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Project stages• Topic brief• Draft (10%)• Final version (30%): 3000 words

The University of Hong Kong

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Use of FacebookStudents could upload drafts of work in progress & receive peer feedback

The University of Hong Kong

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The University of Hong Kong

LAW CASE STUDY

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Tort Law• Core 1st year course: 180+ students

The University of Hong Kong

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Tort Law LOs

• Explain common torts and their functions• Think critically about legal issues• Analyse tort issues

The University of Hong Kong

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Tort Law Assessment Reflective Media Diary (20%)

1st sem test (20%) or test 10% + photo essay 10%

Final Exam (60%) or 40% + 20% research essay

The University of Hong Kong

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RMD• identify tort law-related events in local

media; track developments; provide legal analysis;

• portfolio-like: collecting, selecting, editing and analyzing material over time.

The University of Hong Kong

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RMD featuresSteady student engagement

Promotes reading habits

Incomplete, authentic problems

Workload friendly for teachers

The University of Hong Kong

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Photo essayStudents photo tort law situations

Write a short legal analysis

The University of Hong Kong

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Photo essay features

Student-identified legal issuesCreative …. Iterative

Not easy to grade reliablyMinor option so might be ignored

The University of Hong Kong

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Use of exemplarsSharing of samples to illustrate expectations

The University of Hong Kong

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Same-day exam feedback Discussion immediately after exam

The University of Hong Kong

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Same-day exam feedback Supplemented by online discussion

Novel angles may be added to marking scheme

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FRAMING AUTHENTIC LEARNING ORIENTED

ASSESSMENT

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Learning-oriented assessment

A major priority in all assessment should be to promote effective student learning processes (Carless, 2014)

The University of Hong Kong

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The University of Hong Kong

Productive assessment task design

Student self-evaluative capacities

Student engagement with feedback

Learning-oriented assessment framework

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Concept map of AA

Adapted from Eddy & Lawrence (2013)

The University of Hong Kong

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Web-based communication Authenticity of online written assessment due to primacy of digital communication (Field & Kift, 2010)

The University of Hong Kong

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TASK DESIGN PRINCIPLES

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(1) Integrated with instruction and ILOs

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Constructive alignment

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(2) Spreading student effort/sustained engagement

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(3) Mirroring real-life uses of the discipline

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(4) Integrated and coherent

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(5) Incorporates feedback dialogues

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(6) Supports student in understanding quality

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(7) Flexibility & choice

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(8) Encourage deep approaches to learning

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Programme-based approaches

Cumulative … integrated … coherent

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Issues & Challenges The University of Hong Kong

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Student responseStudents interpret assessment tasks based on their own preferences, experiences and motivations

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Double dutyCompeting priorities in assessment

Reliability, Fairness,Workload, QA etc

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Lack of autonomyMany teachers lack individual autonomy: pulled in different directions by competing assessment priorities (James, 2014)

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Limited incentivesGood assessment design: difficult, needing effort but may not be rewarded (Norton et al., 2013)

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Teacher X factorTeacher determination to overcome barriers & strive for authentic learning-oriented assessment

The University of Hong Kong

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Trust in teachers Innovative assessment thrives when teachers are trusted (Carless, 2009)

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Assessment literacyNeed for development in assessment (for learning) literacy of university teachers (cf. Price et al., 2012)

The University of Hong Kong

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THANK YOU

The University of Hong Kong

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The University of Hong Kong