Designing authentic assessment
- Thursday 27 February 2020, 14.00-17.00 - Fully booked
- Dr Tiffany Chiu
Who should attend?
This workshop is for staff who design and/or mark students’ assessments. In particular, this session is for staff who would like to review their existing practice and explore alternative and innovative/authentic assessment methods. By authentic assessment, we mean a form of assessment in which students are asked to perform tasks that lead to skills and knowledge relevant for a range of ‘real-world’ activities beyond education.
In this workshop, we will explore the features and rationales of authentic assessment, introduce a range of authentic assessment methods through case studies, identify its strengths and weaknesses, discuss the use of rubrics for marking this type of assessment, and facilitate discussions on how different ideas might be adapted to your own learning and teaching contexts. There will be a hands-on opportunity to apply the ‘authentic’ element into your assessment practice.
This workshop is intended to complement the Introduction to assessment for active learning, A practical guide to setting and marking assessments and A practical guide to giving effective feedback workshops. These four assessment-related workshops are meant to be complementary; attending all of them is not compulsory but is worthwhile if you are involved in reviewing/refining both formative and summative assessment. A more advanced Focus on programme-level assessment design workshop is also available for staff with responsibilities for entire modules or programmes.
You may also be interested in...
Introduction to assessment for active learning
This session presents and discusses a range of issues related to assessing students: the role of assessment in active learning, the characteristics of good assessment, methods of assessing students, assessment innovation and approaches to assessment of group work.
A practical guide to setting and marking assessments
This workshop addresses a range of key considerations when summatively assessing students including: devising unambiguous assessment questions of an appropriate level and type, developing and using mark schemes, supporting students in preparing for assessment and recognising marking pitfalls.