Download to read offline
Uploaded byCharles Darwin University
Rethinking Assessment post-COVID: Authentic, collaborative and active
The document discusses the need to rethink assessment methods in education post-COVID, emphasizing authenticity, collaboration, and the integration of contemporary technologies. It highlights the challenges posed by academic integrity and the emerging role of AI tools in academic writing, alongside a call for educators to adopt eclectic pedagogical approaches that cater to diverse learning environments. The document advocates for innovative assessment types that enhance student engagement and prepare them for real-world applications.
More Related Content
Similar to Rethinking Assessment post-COVID: Authentic, collaborative and active
More from Charles Darwin University
Rethinking Assessment post-COVID: Authentic, collaborative and active
- 1. CRICOS Provider No:00300K (NT/VIC) 03286A (NSW) RTO Provider No: 0373 TEQSA Provider ID PRV12069 Rethinking Assessment post-COVID: Authentic, collaborative and active Professor Michael Sankey, Education Strategy Director, Learning Futures and Lead Education Architect Education Strategy President, Australasian Council on Open Distance and eLearning (ACODE) michael_sankey
- 2. Charles Darwin Universityacknowledges all First Nations people across the lands on which we live and work, and we pay our respects to Elders both past and present. 2
- 3.
- 4. • The necessityfor us to rethinking assessment in the light of current trends • We have been slowly shifting the goal posts for a number of years now. But why? • Academic integrity, cheating vs authentic assessment • Preparing students for the world of work • This shift has partly occurred due to the advent of new technologies • Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past • We will look at some things that were old but are now new again I’m going to cover 4
- 5. • I ama visual arts teacher, I went to arts college and did well, so well that I initially became a sessional lecturer, then a lecturer. • Typically, I teach the way I was taught and most of my students seem to be doing OK. I typically use a mastery model (stand and deliver) for my teaching approach in the studio. • I’ve been asked to do more of my teaching online and I hear from others that we need to be considering ‘constructive alignment’ (whatever that means). • If I want to apply to be a Senior Lecturer at some point, I really need to be conscious and explicit about my teaching/pedagogical approach (whatever that means), particularly as we move to more blended modes of delivery Scenario 5
- 6. • It isthe interaction between teachers, students, and the learning environment and the learning tasks in and around that environment. • If we say, we’re using a pedagogical approach, we talk about ‘Constructivism’. • In reality we use a much broader range of approaches, as the need arises. • We have developed out of necessity a very eclectic approach to pedagogy. • It’s like having my set of golf clubs. If the hole is 260m, I’ll start by using my 2 wood, then I’ll use my 6 iron to get to the green. I then get to use my putter. • The next hole is only 180m, so I’ll use a different combination of clubs. • But I always get to use my putter (assessment). What is Pedagogy 6
- 7.
- 8.
- 9.
- 10. Productivity tools andbehaviours 10
- 11.
- 12. • Writing assistance •For example, if a piece of writing was 49% written by AI, with the remaining 51% written by a human, is this considered original work? • Grammarly, etc. Other cloud-based writing tools with automatic text generation, extraction, prediction, mining, form-filling, paraphrasing, translation and transcription, etc. • Knowledge banks: Help with revision identifying gaps targeting pre-produced sets of materials • Tailoring exam Q’s • We need to be really really interested in this space before it over runs us Yes and No 12
- 13.
- 14. • There are1281 sites associated with academic fraud and contract cheating blocked by CDU. • 84% provided by TEQSA represent. • Its one thing to say we need to change assessment to be more authentic, but we need to be able to back that up in a consistent way. • That means $’s. • Two steps: Teachers need a meta understanding around how they are teaching, and • Need assessment mentors to help them. Cheating vs Authentic Assessment 14
- 15. 15 3507 1570 853 1173 1698 10 3742 8060 3023 2690 8608 9971 9999 9117 1312 1278 3212 7533 0% 10% 20%30% 40% 50% 60% 70% 80% 90% 100% 1 2 3 4 5 6 7 8 9 10 11 12 Month 2020 2021 2022
- 16. Unit 1 Effective teaching Unit2 Technology enhanced learning Unit 3 Curriculum design Unit 4 SoTL Set up Portfolio 10% Blog post 10% Blog post 10% Blog post 10% Essay 30% Essay 30% Essay 30% Essay + Prez 30% Report 30% Essay 30% Prez 30% Essay 30% Report 30% Posts 30% Essay 30% Teaching Plan 30% Essays and Quiz’s 16
- 17. Instead, can weplease think about: Human voice Images Collaboration Peer-review Poster/infographic ePortfolio/reflection Work Integrated Learning 17
- 18.
- 19. Create an onlinesocial media advertisement on the topic you’re learning 19 • Most students today use some form of social media platform and are familiar with seeing ads being put in in front of them. • By students creating an image that speaks of a particular topic they could post this into a safe institutional collaboration tool like Microsoft Teams or Yammer, a closed Facebook site, or an ePortfolio platform, where other students can view it, ‘like’ it and comment on it. • It could be put in Voice Thread with the students giving a verbal explanation of why they have chosen to do this in a particular way and what they were trying to convey.
- 20. • This caneasily be done in OneNote or Padlet or even on a shared document on Google. • Students can do this in smaller groups or individually, at the same time or over a set period. • It is like pasting sticky notes on the wall in the classroom, but online. • The key here is that there will be a synthesis of the ideas at some point, again either done individually or by the group. • This is then presented as the outcome of the brainstorming activity and students can reflect on this. Online brainstorming using sticky notes a/synchronous 20
- 21.
- 22. • This couldbe done synchronously or asynchronously. If live you would use Zoom, Teams or Collaborate to have students present their ideas. • If a recording is required, they could do this on their phones and post the recording either into the LMS, Teams, or Steaming Media Platform. • Voice Thread is also a good tools for this. • The trick here is to ask other students to ask questions as though they are the novice to try and tease out un-explored concepts. • It a bit of a role play which adds an element of fun to this activity. Ask students to do a description of a process, as though presenting to a novice 22
- 23. • Infographics areall the rage now and students are exposed to these in all walks of life. The trick here is to get them to precis their ideas and to bring them back to the core constructs. • Again, this can be accompanied by a description, either in writing or as an audio explanation. This could be simply created in PowerPoint or Word, or a more sophisticated tool, but the tool is not the point, it’s about how they represent their ideas. • This can be posted onto a forum, put on Voice Thread, hosted in Teams, or presented live in a Zoom or Teams meeting. They could prerecord the explanation also and post this with the visual. • This would also make for a good peer-review activity. Create a chart, mind map, infographic, or diagram of a concept 23
- 24.
- 25. • Pen palsmay not be the common now, but the point is, we are getting the student to summarise their learning for the week as though they were explaining this to an old friend. • Alternatively, they could create a 5-10-minute audio explanation as though they were explaining it on the phone. • Initially, until they get the idea, this could be set us as a scaffolded scenario where they are given some guidelines as to how much they should cover, or provide an example so they can see what is required. • Really there are many tools that could be used for this. It could be a blog or journal page in an ePortfolio tool, written in word and posted as an assignment. • But in this case, I would not make it a shared document with other students as this could be seen as a bit threatening by some. Write a letter or email to a friend about what you learned this week 25
- 26. • Asking studentto act out, through something like a play (written), where actors could be used to play out a scenario around a given topic being studied. Think Snap Chat, or an Instagram Story (short and to the point). • The art of creating a dialog from a concept gets them to see a topic from different angles, putting on different shoes, as it were. • A rhyming or acrostic poem may also get them to process information a wee bit differently to what they normally do. Again, this could be done in an ePortfolio tool as a blog or journal. • If it is designed as a play, a group of students could even play this out in Zoom or Teams. It could also be recorded separately and placed online. Write a poem, play, or dialogue about the topic of the week 26
- 27.
- 28.
- 29.
- 30. So how dowe rate and what do we have to support students and staff? 30 The Web Content Accessibility Guidelines (WCAG)
- 31. 31 https://towardsdatascience.com/the-old-saying-two-heads-are-better-than-one-4c7d133e16a4 https://www.copperbottom.net/blog/2016/11/7/why-two-heads-are-better-than-one https://www.teachwire.net/news/two-heads-are-better-than-one-why-teachers-should-talk-to-their-tas • Two headsare better than one • Education designers are a great source of inspiration • Your peers also are a great resource • Partnership pedagogy (students) • Be open to new ideas
- 32. “We are nowrealising that what was conceived as being good online learning is being challenged by some of the newer more student-centred approaches to learning and teaching. Not the least of these being due to the technologies that have evolved to allow us to be way more collaborative.” (p.22) Sankey 2022 Final word 32 https://ro.uow.edu.au/jutlp/vol19/iss2/02/ michael_sankey