An Example of my Submissions in an Online Teaching Certification Course: Module_4 Assessment Strategies

Module_4 Assessment Strategies, Discussion
by K Moses
20190411

I recently finished a ‘certification course’ for teaching online, it was required and pitched as being for "online" proficiency … I found the Course (Crafted by George Andreadis and Ian August, Online Learning & Services, St. John’s University ) excellent guidance and an opportunity to review my teaching practice, I cast ‘Authentic Action’ like this:

'My interpretation is that members of the class and myself have felt authentic with the shared content, i.e, we are doing something, an action, that is of value and meaning to our lives and the lives of others, and has left us both data informed and functioning as informed questioners when we have presented our designs on Cancer Prevention and Therapies. I am going to re-cast this as Authentic Action.'

Shortened URL for this page, http://bit.ly/2UaSKSa,

Module 4 Assessment Strategies, Discussion

Discuss authentic assessment from within the framework of your own teaching experiences. Use the following to guide your discussion;

Your personal use of authentic or real-world assessment.

  • The use of the word ‘authentic’ took my thoughts to external performance assessment, it is not easy to carry-out, think any Federal examining board; the continued use of authentic assessment in the following questions leaves me with the interpretation that the ‘or’ is not for a binary choice. In my courses the resources are not available for authentic assessment, my effort to implement assessment has tried to be sensitive to the collaborative themes within my teaching, which I have interpreted as needing individualised evaluation summaries from myself and the members of Class not providing the reviewed submission in any particular instance. These evaluation summaries have proved useful to members to create self-directed learning opportunities focused to address weak areas.
  • The assignments and evaluation summaries I suspect have been longing for hosting in members web-based portfolios of their work and feedback rather than our curating tool, Gmail threaded emails and telling each other we’ve sent it.
  • During this course (Online Teaching, George, Ian et al) I have moved to embrace an Open Source LMS for the courses I teach because it offers the opportunity to create members a web-based portfolio of their work and feedback. See, a good sales pitch here, Yale University. "Canvas @ Yale Lightning Talks: Using Portfolios." 14 June 2017, https://www.youtube.com/watch?v=up0n4arYxlQ.
  • In the making of those individualised evaluation summaries I/we have a rubric template, that is hopefully adaptable to every assignment in the course, here is a version of the template http://bit.ly/Adabptable_Rubric, the ageing version contemporaneous with this submission is here, http://bit.ly/2U9y1Ot,
  • Accompanying the rubric I have a standard points scale out of 100 Points I cross-reference to Grades A, B, C, D … that I show to members of the Class,
  • The value of creating many assignment-specific rubrics across the Course content also shows at the points of our failure to achieve the agreed Learning Outcomes, it is almost always identified as a problem with the curriculum [1][#Edströmetal2007], great Curriculum! means great study progress. Collaborative evaluation of performances can help modification of the Curriculum to address any deficiencies.
  • I have taught two types of classes one is described as foundational as in one of the subsequent questions and one is advanced, students heading towards certification exams. The latter proved much more responsive to this openness on the curriculum and participated in the improvement of the curriculum based on the assessment results and modifications of Learning Outcomes, (previously described as ‘objectives,’) based on our local circumstances.
  • In the foundational classes, consistently only a minority of students showed this type of engagement with assessment and method, and for those reporting back to me, it was valuable for choices of study made in the biomedical sciences.
  • Relative to authentic assessment, I would hold that external performance assessment can reach authentic, me/us in my/our practice at the best of times are a near-ish approximation, so I would choose to use collaborative assessment as I am describing here.
  • My interpretation is that members of the class and myself have felt authentic with the shared content, i.e, we are doing something, an action, that is of value and meaning to our lives and the lives of others, and has left us both data informed and functioning as informed questioners when we have presented our designs on Cancer Prevention and Therapies. I am going to re-cast this as Authentic Action.
  • I have used pending patent applications in Cancer Therapeutics to motivate us towards acquiring the knowledge base to design our speculative Cancer Therapies. E.g., ‘Assignment#4, Based on Yue et al., 2017 … the Assignment is for you to propose, design a therapeutic strategy using any source information you wish or anything off the top of your head that addresses, "[a]round 50 per cent of human cancers harbour p53 mutations [References: 11–14],"’ See, http://bit.ly/Cancer2019_4 and Yue et al. here http://bit.ly/2Ub2J9V … mix this with our adaptable rubric, http://bit.ly/Adabptable_Rubric, and crafting our own Learning Outcomes, I would put this forth as Authenticity, Authentic Action and assessment. It was easy to transition our Assignment to in-class presentations of our designs, on interventions, Cancer Therapeutics, another version of Authenticity. Selection of contents is guided by focusing on relevance to Public Health, the persistent presence of Cancer and Health Disparities. It is the ability of the curriculum to inspire curiousity about Biology, provide learning of Biology, inspire authentic questions and collaborative engagement that is at the core of this particular construction of authenticity.
  • Question for Class, Do you believe that without external performance assessment you are pulling off authentic assessment in your practice or do you think there is some other path to a valuable assessment such as e.g., collaboration on assessment of peers,

Do you feel authentic assessments improve students’ motivation to learn?

  • Yes, external performance assessment tends to be motivating,

Are authentic assessments appropriate in foundational classes? How would you integrate them?

  • If the local environment was sufficiently well resourced such that external performance assessment can be implemented, I would make availability optional. Foundational classes have an invitational quality which external performance assessment could damage further emphasizing the/my need to introduce them optionally and collaborate, collaborate,

End your post with a question for the class.

  • Do you believe that without external performance assessment you are pulling off authentic assessment in your practice or do you think there is some other path to a valuable assessment such as e.g., collaboration on assessment of peers,

Thanks,

KM

[#Edströmetal2007]: Edström et al., ‘Integrated curriculum design, in rethinking engineering education.’ 2007. pp. 77–101. Google Scholar
Submitted Assignment: Module 4 Assessment Strategies, Discussion is hosted here http://bit.ly/2UaSKSa