Conference presentation
Authentic assessment design: Exploring the challenges and opportunities
SCU Scholarship of Learning and Teaching Symposium (Online, 08/11/2022 - 10/11/2022)
08/11/2022
Metrics
Abstract
Using a strengths-based approach (Hellmundt & Baker, 2017; O’Shea, 2016), the units UNIP1003 Applying Quantitative Concepts – a maths unit in the Preparing for Success Program (PSP), and HLTH1001 Introduction to Science for Health Professionals – a foundation health unit in the diploma programs, are designed around authentic learning to empower students to recognise and use their strengths in their new academic environment.
Through constructive alignment, authentic assessments are linked to unit learning outcomes and learning activities (Biggs, 1996). Students are required to apply their knowledge and skills in real-world scenarios based on everyday examples and future areas of study. Each assessment builds on the next, starting with an online quiz as a low-stakes assessment, clearly linked to the first modules.
In the health diploma unit, the Southern Cross Model has provided the impetus to set up better scaffolding and provide students with the opportunity to use feedback to improve their final assessment. To this end, the students are first required to complete a draft report for an experiment based on their module content with clear real-world relevance. Students are then required to create a final report building on this draft, using the feedback to make improvements. The significance of these assessments to learning outcomes and future studies is two-fold. Firstly, it allows students an opportunity to hone their ability to communicate scientific information. Secondly, students have the opportunity to use feedback from the draft to improve their final report, mimicking real-world scientific processes.
A challenge in the PSP maths unit has been to ensure students see the relevance of the assessment questions to their current content and to future disciplines. The first written assessment has two parts based on everyday financial scenarios and consists of short- response questions that provide scaffolding to a larger problem-solving scenario. Students reflect on assumptions made and how the question relates to the real-world. Students use feedback from the first written assessment to improve their approach on the next problem-solving assessment. The online assessment workshop allows students the opportunity to work through examples in preparation for the assessments. The online modules clearly signpost the relevance to assessments.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871
Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students' perspective. Student Success, 8(1), 25-33. https://doi.org/10.5204/ssj.v8i1.357
O’Shea, S. (2016). Avoiding the manufacture of ‘sameness’: first-in-family students, cultural capital and the higher education environment. Higher Education, 72, 59-78. https://doi.org/10.1007/s10734-015-9938-y
Details
- Title
- Authentic assessment design: Exploring the challenges and opportunities
- Creators
- Kerrie Stimpson - Southern Cross University, SCU CollegeSuzi C Syme - Southern Cross University, SCU CollegeRikki Quinn - Southern Cross University, SCU College
- Conference
- SCU Scholarship of Learning and Teaching Symposium (Online, 08/11/2022 - 10/11/2022)
- Identifiers
- 991013143713602368
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Conference presentation
- Local Fields
- Evidence Based Practice - SoLT