learning and assessment connection
- assessment has a direct effect on learning, for example, if the assessment task rewards recall then students will employ a surface approach to learning such as rote learning and memorisation of facts. Conversely, if the assessment task rewards understanding of principles then students will engage in deeper approaches to learning (Boud, 1998)
- “assessment is not just the measurement of learning – it is in itself an integral part of learning. Assessment is the first step in a continual learning cycle which includes measurement, feedback, reflection and change” (Fry, n.p. p.11)
- assessment is the starting point to influence what and how students learn and has the ability to have very positive and negative effects on the student’s learning experience (Boud, 2000)
Keeping in mind that educators are charged with the task of ‘prepare students for the unknown by means of known’, Herrington et al (2003) advocates a number of design elements to suggest that AUTHENTIC ASSESSMENT TASKS ACHIEVE AUTHENTIC LEARNING in an online learning environment
The following slide show critiques the design elements in relation to the assessment tasks in FET8604: Online Pedagogy in Practice, a Master’s level course at the University of Southern Queensland (USQ) delivered in online mode in Semester 1, 2008 .
Please go to http://www.slideshare.net/irongirl/authentic-assessment/ to visit the slide show
I invite you to comment on your experiences with assessment, from the viewpoint of the teacher or the learner, and its impact on your learning in an online environment
References
Boud, D. (1998, November). Assessment and learning – unlearning bad habits of assessment. Paper presented at Effective Assessment at University Conference, University of Queensland, Queensland.
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167
Fry, R. (n.d.) Assessment, accountability, and student learning outcomes. Retrieved November 30, 2007, from http://studydesk.usq.edu.au/webct/cobaltMainFrame.dowebct?JSESSIONID=HpLF05y2lWy488JVVbqyLkTmjJNKVRVQrCFp2qjMX3b9d1KBm7PL!787544534!1653577781
Herrington, J., Oliver, R., & Reeves, T.C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71. Retrieved May 28, 2008, from http://www.ascilite.org.au/ajet/ajet19/herrington.html
