INTRODUCTION

Authentic Assessment

By Joyce Arnold

Introduction
Welcome to this unit within the virtual seminar of Online Pedagogies.

In this space we are using an asynchronous approach so that you can discuss and learn at your own pace, across different time-zones and geographical boundaries.

This unit will be available from 13/5/2007 until 1/6/2007.
We are using a social constructionist model so that all participants of the seminar can include their thoughts, prior knowledge and experience. A series of authentic or simulated dilemmas have been proposed with some background readings, which I have kept brief and easy to read. Your comments and discussions are encouraged to enhance connectivity and construction of meaning for all participants.
A reflective journal towards critical thinking will assist you in this unit and help with the assessment at the end.
I hope you enjoy the materials provided and discussion. I will moderate the discussions on a daily basis during the seminar so please contact me if you are having any problems.
Joyce Arnold
drjoycearnold@gmail.com

Aims and Objectives
This unit aims to provide an understanding of the central role of assessment towards learning. Using the online pedagogies, in particular, assessment is an integral part of scaffolding learners. Whether you are using individual learning programmes or collaborative, social constructivism, connectivity or socio-cultural learning pedagogies, assessment provides both behavioural intervention and cognitive learning.

There are 7 dilemmas for discussion in this unit

Dilemma 1
How can I make authentic assessment a central part of my teaching?

Dilemma 2
How can I judge when to give authentic feedback, scaffolding and assistance to individuals and collaborative groups ?

Dilemma 3
What are the best, summative or formative assessments?

Dilemma 4
How can you deal with plagiarism?

Dilemma 5
What is an online portfolio?

Dilemma 6 How can an authentic project be assessment?

Dilemma 7 What rubric to use?

Discussion

Assessment needs to be authentic or simulated for authenticity, to provide relevance towards learning. The use of dilemmas, generated by the facilitator or student, provides authentic learning in this unit.

Assessments are seen as summative or formative and this unit aims to provide a good understanding of the differences and uses of these approaches to learning.

Assessment can be provided by feedback by facilitator (teacher), peers or self- assessment. It is aimed that an understanding of the process, pitfalls, problems and outcomes of this process will be understood from this unit.

The issue of plagiarism is next addressed as it is a common dilemma with the advent of technology, the Internet and online education.

This unit aims to explore the portfolio, online portfolio and project approach to authentic learning and assessment.
There are many approaches to rubrics for assessment which are an integral part of authentic assessment, self-assessment and formative assessments. There is a large area of expertise with rubrics, much prior learning from unit participants so that the discussion should be useful to all . The self-assessment of this unit is an holistic, authentic rubric for your experience and my feedback.
The reflective journal can be part of summative and formative critical learning and is also explored in this unit. Your reflections in the asynchronous learning environment will provide authentic learning as an example of the process.Above all, this unit aims to provide a fun learning environment. As all the participants already know each other from their online learning community, I hope that this seminar topic will provide a pleasant place for learning and networking

Assessment
This unit is to be assessed using a self-assessment tool as described below.
Using your reflective journal will help you to make this assessment. This will also inform the facilitator through your feedback and I thank you for your participation.

Holistic rubric
Understanding of authentic assessment within the aims and objectives of this unit- self

5.

You have developed an excellent understanding of the aims and objectives

4.
You have a full understanding of all the aims and objectives

3.
You understand most of the concepts and practical uses

2.
You understand some of the aims and objectives.

1.
You have little understanding of this unit.

Please post your self-assessment at the end of the unit, in the space marked Assessment, thank you.