Instructional-Design-Live#19 2010-05-21 Authentic Assessment

Authentic assessment is within the reach of most online instructors. It’s just a matter of starting small and considering some basic principles in designing effective learning experiences, notes Mary Engstrom, senior instructional designer at the University of Montana. Mary discusses a framework for developing authentic tasks and identifies a number of examples. A key take away is the notion that individuals receive personalized feedback throughout the process of completing authentic tasks and can develop the ability to self-monitor their development if the opportunities are provided.

 

GRASP acronym for designing an authentic task

PowerPoint Slides

Available on the Web

May 21, 2010 10:00:57 AM – IDL 19 – BEST PRACTICES- AUTHENTIC ASSESSMENT
 

00:45 – Peggy George
I’m just listening–no headset on this morning

00:59 – Peggy George
I’m in Phoenix AZ

01:10 – Peggy George
πŸ™‚

01:14 – Brent Schlenker
Excellent!

01:28 – Mary
indeed!

01:35 – Brent Schlenker
I’m near Camelback Mtn!

01:38 – Peggy George
I feel strong ties to Montana though-born and raised in Kalispell πŸ™‚

01:45 – Peggy George
how fun Brent!! πŸ™‚

01:50 – Marlene Zentz
Not far from Missoula!

02:06 – Peggy George
exactly!! was just in Missoula this past summer

03:12 – jennifer maddrell
yes … I agree the "real world task" piece is key

03:12 – Peggy George
doing something real to demonstrate understanding πŸ™‚

04:09 – Robert
Welcome Lisse

04:42 – Peggy George
eager to hear what GRASP stands for πŸ™‚

05:30 – Robert
Hi Linda, brandy

07:49 – Linda U
Hi

07:53 – jennifer maddrell
the relationship between authentic task and motivation is interesting to consider …

08:29 – Linda U
I missed the first few slides – will they be available?

08:58 – Robert
yes, I’ll upload to instructionaldesigning.org and edtechtalk.com

09:07 – Peggy George
very interesting process πŸ™‚

09:26 – Peggy George
very engaging!!!

09:30 – jennifer maddrell
ooo … can get an older edition of Wiggins book for $0.90 on amazon πŸ™‚ http://www.amazon.com/gp/offer-listing/013093058X/ref=tmm_pap_used_olp_sr?ie=UTF8&condition=used

10:08 – Peggy George
I used UBD and the entire DVD series from Wiggins & McTighe in my university teaching πŸ™‚

12:32 – Peggy George
can you share an example of an authentic assessment task you have created?

13:45 – Peggy George
http://jonathan.mueller.faculty.noctrl.edu/toolbox/

13:53 – Peggy George
think that’s it

14:15 – Peggy George
can you restate the question-I was multitasking πŸ™‚

14:50 – Linda U
I teach a technical writing class, and students have a lot of different exercises where they have to work on actual documents that would be used by the audience

14:55 – Peggy George
good distinction–being able to use and apply it and not just know it

15:47 – Peggy George
a "good" webquest does that Robert πŸ™‚ not all are good

16:14 – Peggy George
exactly!

16:43 – Peggy George
I agree Mary

17:12 – Marlene 3
Hola. Sorry to obe late

17:22 – Robert
Webquests:  http://webquest.org/index.php
Case Study examples:  http://etips.info/ 
Simulation example: Our Courts: 21st Century Civics: http://www.ourcourts.org/
Geometry in the Real World: 
http://www.myhero.com/go/hero.asp?hero=eeva_reeder

17:39 – Robert
Hi Marlene 3 πŸ™‚

17:52 – jennifer maddrell
Getting to the specific "tasks" to incorporate, I think a good task analysis resource that focuses on "expert vs novice" differences is suggested here … Militello, L. G., & Hutton, R. J. B. (1998). Applied cognitive task analysis (ACTA): a practitioner’s toolkit for understanding cognitive task demands. Ergonomics, 41(11), 1618-1641.

18:01 – Peggy George
thanks for posting the clickable links πŸ™‚

18:27 – Marlene 1
Yay! in now as Marlene 1, but I’m @cljennings (Cindy Jennings)! Hi Robert et. al.

19:20 – Marlene Zentz
Hi, cljennings. Glad you got through the difficulties at EdTechTalk!

19:34 – Peggy George
creative Cindy! πŸ™‚

20:21 – Peggy George
me too Robert

20:28 – Robert
http://www.rcampus.com/

24:41 – Peggy George
I sometimes wonder how much they are really understanding and how much comes from the scaffolding and guiding questions

25:44 – Mary
declarative vs procedural knowledge

27:43 – Peggy George
sometimes that is the "language" of the process

28:06 – jennifer maddrell
@peggy … yes … nice way to put it "language" of the process πŸ™‚

28:21 – Peggy George
so excited about your travels!!!

29:12 – Peggy George
do you teach your students to create authentic assessments for their own future teaching?

29:33 – Mary
Yes, I did do that as a professor.

29:51 – Marlene 1
Thanks for the invite via Twitter…

30:04 – Mary
Thanks, Robert and all!

30:05 – Linda U
thank you!

30:05 – Peggy George
great conversation! Thanks Mary!!

30:06 – Marlene Zentz
Thanks, Mary and Robert!

30:08 – jennifer maddrell
happy "vacation" from webcasting πŸ™‚

30:09 – Marlene 3
Thanks once again.  —Richard_P

30:17 – jennifer maddrell
thank you!

30:19 – Deirdre
Thanks… great discussion. I will listen to the posetd recording for the minutes I missed.

30:23 – Marlene Zentz
Glad you made it, Richard P!

30:34 – Robert
Great to have you with us again Richard

 

 

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