Today's lunch time kick-off session was facilitated by Jane Bates, one of our team of educational developers at Ara and hosted by Marion Hale. The topic covered was on powerful and authentic assessments, in particular the transfer of learning to work.
Jane provided an overview before several lecturers (Michelle Thompson from nursing, Dr. David Weir from computing and Dennis Winter from architecture) provided examples of their assessment practices.
Jane began with key points towards ensuring assessments enhance students' learning and work readiness. Reviewed the concepts of 'work ready' vs 'work ready plus' graduates; and the Ara teaching and leanring framework. Work-ready plus draws from the work of Emeritus Professor Geoff Scott. Work readiness includes generic/transferable skills and role and discipline specific skills and knowledge required for effective practice. These could be thought of as competencies. Work ready plus also includes capabilties like personal (self awareness, decisiveness, commitment), interpersonal and cognitive skills and knowledge.
Summarised the Ara teaching and learning framework which takes us to 2022. Key attributes or capabilties include graduates being critical thinkers, able to act sustainably, communicate effectively, innovate, be cuturally intelligent and responsible. Provided link to access the framework.
Emphasised the need to ensure assessments are embedded into teaching and learning processes. Referred to presentation by Arun Pradhan who referred to 21st century requirements including digital fluency, learning to learn skills, problem solving, working collaboratively and empathy and the T shaped graduates with both disciplinary and broad soft and cross-functional skills.
Defined power assessments as high quality assessment practices that address key employment competencies and personal, interpersonal, and cognitive capabilities.
Assessments have to be authentic and demonstrate what people can do, are problem based and directly related to what is being learnt. Graduates need to have industry skills and knowledge but also the personal, interpersonal and cognitive capabilities to adapt to the challenges of the future of work.
Michelle shares her example, first year nursing students reinforcing communications skills as practiced within the health context. Used scenarios and students practice with each other to hone these skills. Used videos to assist with formative feedback and eventual completion of the summative assessment. Nursing have been refining this process for several years.
Dennis shared the architecture year 3 project. The projects are supported with a comprehensive brief as per architectural practice. Students present their project as it progresses with 'crits' from tutors, peers and industry, again reflecting industry practice. An exhibition of students' work and presentation along with portfolio of work also required to evidence their learning.
David shared the project-based year 3 capstone computing course objectives and results. Year 3 computing students work on an industry led project through a semester. Their results are reported through a report, poster and a presentation. Important to ensure computing students are provided the opportunity to learn key communication and presentation skills.
All the three examples use authentic assessments to elicit students' reflective learning on not only the core knowledge and skills of the discipline but also the occupationally specific dispositions required to be effective professionals. Lecturers model the industry ways of doing and thinking and provide important 'checks' as students progress through the curriculum.
Active discussions ensued after each example is presented.
Jane provided summary - a powerful asessment checklist and examples of powerful assessments- before thanking all presenters and closing the session.
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