Getting off the beaten path: Authentic assessments that enhance teaching, learning and academic integrity
DOI :
https://doi.org/10.11575/cpai.v5i1.75129Mots-clés :
Canada, Post-Secondary, Assessment, Academic Integrity, Learning Outcomes, Teaching, Course DesignRésumé
Getting off the beaten path will introduce participants to a variety of high-impact authentic assessment strategies to open the door for academic integrity to flourish. This session will begin by discussing the importance of aligning learning outcomes with authentic assessments to create space for diverse student experiences and abilities. From there we will explore a variety of hands-on learning approaches such as conferencing, collaboration, and refreshing your assignments to promote student engagement and realistic applications of course content.
Participants in this session will learn how high-impact authentic assessment strategies may be embedded throughout planning, instruction, and assessment cycles. The strategies explored in this workshop will improve your course design by creating opportunities for your students to effectively and authentically demonstrate knowledge and skills. This session will culminate with a short group discussion on how course design with authentic assessment in mind, will naturally achieve much higher levels of academic integrity.
Références
Bretag, T., Curtis, G., McNeill, M. & Slade, C. (2018). Academic integrity in Australian higher education: A national priority. [Infographic]. https://www.teqsa.gov.au/sites/default/files/academic-integrity-infographic.pdf?v=1574919157
Conrad, D. & Openo, J., (2018). Assessment Strategies for Online Learning: Engagement and Authenticity. AU Press, Athabasca University. https://www.aupress.ca/app/uploads/120279_99Z_Conrad_Openo_2018-Assessment_Strategies_for_Online_Learning.pdf
Eberly Center (2022). Why should assessments, learning objectives, and instructional strategies be aligned? Carnegie Mellon University.
https://www.cmu.edu/teaching/assessment/basics/alignment.html
Ellis,C., Haeringen, K.v., Harper, R., Bretag, T., Zucker, I., McBride, S., Rozenberg, P., Newton, P. & Saddiqui, S. (2020). Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development, 39:3, 454-469, DOI: 10.1080/07294360.2019.1680956
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Wikhamn, B.R. (2017). Challenges of adopting constructive alignment in action learning education, Action Learning: Research and Practice, 14:1, 18-28, DOI: 10.1080/14767333.2016.1251880
