AACE SITE 2012: Authentic assessment
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The document discusses how to support collaborative knowledge building through authentic assessment in online education. It explores using authentic tasks, contexts, and assessments to encourage collaborative knowledge construction. Two case studies, a virtual benchmarking project and an online teacher education program, showed collaboration was rare when course structures did not support it or assessment was individual. Meaningful collaborative tasks, social technologies, and assessment connected to collaboration are needed to promote authentic learning and assessment.
AACE SITE 2012: Authentic assessment
- 1. How to support collaborative knowledge building through authentic assessment in online education? Hanna Teräs Irja Leppisaari Marjatta Myllylä Leena Vainio Thursday, March 8, 2012
- 2. Collaborative knowledge construction & team work skills are in demand Traditional online learning Weak sense of Assessment supports community only individual performance Thursday, March 8, 2012
- 3. “More authentic Higher Education learning, more Evaluation Council working life oriented approaches, versatile use of social media, better student engagement and ownership through National Assembly For Wales / Cynulliad Cymru collaborative learning and knowledge construction, please!” Thursday, March 8, 2012
- 4. Authentic Authentic Access to expert Multiple Collaborative performances knowledge context tasks perspectives construction Authentic e-Learning Authentic assessment Scaffolding Articulation Reflection Images starting from context: vgm8383, Bodum, Destiny’s Agent, Brian Hatchcock, Commons, Minette Layne, Robert Higgins, James F Clay, clairity (Flickr) Thursday, March 8, 2012
- 5. Authentic Authentic Access to expert Multiple Collaborative performances knowledge context tasks perspectives construction Authentic e-Learning Authentic assessment Scaffolding Articulation Reflection Images starting from context: vgm8383, Bodum, Destiny’s Agent, Brian Hatchcock, Commons, Minette Layne, Robert Higgins, James F Clay, clairity (Flickr) Thursday, March 8, 2012
- 6. How to develop assessment methods that better support collaborative knowledge construction? Thursday, March 8, 2012
- 7. Thursday, March 8, 2012
- 8. Two cases Virtual benchmarking Tampere University of project: 20 courses Applied Sciences: internationally online teacher education • True collaboration rare •Appreciation of diversity • Simple cooperation • Perspective of a team Why the difference? Thursday, March 8, 2012
- 9. Collaboration in the two cases Thursday, March 8, 2012
- 10. VBM: challenges • Opportunities for group and pair work but course structures do not support meaningful collaboration • Simple cooperation • Linking discussions to learning objectives • Participation in discussions not rewarded or graded. Thursday, March 8, 2012
- 11. VBM: what promotes collaboration? • Wikis and synchronous tools • Purposeful tasks • Tasks that cannot be completed without group effort. Darcy L. McCarthy Thursday, March 8, 2012
- 12. TAOKK: past experiences & research • Mere introduction of collaboration tools: no improvement • Sense of community essential but not automatically formed • Teachers find new roles challenging • Online discussion forums: creation of community slow and weak image: m d d Thursday, March 8, 2012
- 13. Social technologies Ongoing dialogic as learning assessment environments A new approach to teaching Principles of authentic learning faculty development Team learning Progressive inquiry Networking model Thursday, March 8, 2012
- 14. Assessment in the two cases image: andercismo Thursday, March 8, 2012
- 15. There is a need to assess the entire VBM learning process but it’s still in the planning stage. We need self, peer and group Even in group evaluation There are good tasks, assessment but we’re examples: e.g. is based on not there working life individual quite yet. representatives performance. taking part in the assessment. Thursday, March 8, 2012
- 16. Development directions More diverse assessment methods Integration into authentic tasks Portfolios & Better working social technologies life integration Image by jakebouma Thursday, March 8, 2012
- 17. TAOKK • Progressive inquiry in teams • Ongoing and dialogue based, not Image: ccarlstead separately at the end • Digital social narratives: learning process as a continuum Thursday, March 8, 2012
- 18. Conclusions and future research Thursday, March 8, 2012
- 19. • Meaningful collaborative tasks and social technologies promote authentic assessment. • Assessment must be tightly connected with collaborative knowledge construction. • Universities recognize new roles of teachers & new learning environments, but assessment has not been renewed accordingly. • Continuous professional development of teaching faculty is needed. •This requires wider attention also on management and policy making levels. Image by wstryder Thursday, March 8, 2012
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- 21. FUTURE RESEARCH How can social technologies advance authentic assessment? Collaborative knowledge construction - facilitation - assessment? image: neilalderney123 Thursday, March 8, 2012
- 22. Thank you! hanna.teras@tamk.fi Thursday, March 8, 2012