Meaningful Learning
and Assessing
Authentic and Aligned
Jeri Guido, Program Chair, Criminal Justice Technology
Mary-Margaret Kantor, Director Learning Outcomes Assessment
Authentic Learning and Assessment Defined
• Identification of activities that are as close as possible to the
“real world” tasks associated with the area of instruction
Authentic
Learning
and
Assessment
Which CPCC programs do you recognize?
is also
Call them out as you see them go by!
“Direct Learning and Assessment”
• Coaching of students as they complete tasks to help them
continuously improve performance
Guido & Kantor, 2016
Authentic Learning and Assessment is also
“Direct Learning and Assessment”
Direct Learning and Assessment is:
• A task performed or product created
• Tangible
• Visible
• Measureable
Guido & Kantor, 2016
A Brain Teaser to Begin
What can go through the Green Glass Door?
When you know the answer give us a phrase in
the format of the examples below.
Examples:
Puppies can go through; Dogs cannot
Kittens can go through; Cats cannot
Apples can go through; Grapes cannot
Mittens can go through: Gloves cannot
Guido & Kantor, 2016
Green Glass Door
A quick assessment that was:
• Tangible-it was your task to use information given to solve a specific
problem
• Visible (and audible)-as
the instructor I could
see and
hear your
Authentic
Learning
and
Assessment
processes, could see what mistakes you were making, could see
what tools you used
is also
• Measureable-1) how long it took you to solve the problem, 2) how
“Aligned
Learning and Assessment”
many of you solved the problem, 3) how many tools you used to
solve the problem
Guido & Kantor, 2016
Authentic Learning and Assessment is also
“Aligned Learning and Assessment”
Green Glass Door
Assessment/Activity Outcome
Course Outcome
Analyze pattern samples
and determine the “rule”
to apply in order to solve
the problem
Analyze sample
data to draw
inferences about a
population
parameter
Green Glass Door
MAT 152
Statistical Methods I
Guido & Kantor, 2016
Program/Institutional Outcome
Locate, understand,
evaluate, and synthesize
information and data in a
technological and datadriven society
Information Technology &
Quantitative Literacy
Authentic Learning and Assessment is also
“Aligned Learning and Assessment”
Let’s Think Bigger
Assessment/Activity Outcome
Course Outcome
Analyze sample data to
draw inferences about a
population parameter and
present findings in a class
presentation
Analyze sample
data to draw
inferences about a
population
parameter
Mid-term Presentation
MAT 152
Statistical Methods I
Guido & Kantor, 2016
Program/Institutional Outcome
Locate, understand,
evaluate, and synthesize
information and data in a
technological and datadriven society
Information Technology &
Quantitative Literacy
Authentic Learning and Assessment is also
“Aligned Learning and Assessment”
Let’s Think Bigger
Assessment/Activity Outcome
This authentic
Analyze sample data to
assessment activity
draw inferences about a
becomesparameter
a “signature
population
and
present
findings infor
a class
assignment”
the
presentation
course—it is direct
and aligned
Mid-term Presentation
Guido & Kantor, 2016
Course Outcome
Analyze sample
data to draw
inferences about a
population
parameter
MAT 152
Statistical Methods I
Program/Institutional Outcome
Locate, understand,
evaluate, and synthesize
information and data in a
technological and datadriven society
Information Technology &
Quantitative Literacy
Authentic Learning and Assessment is also
“Aligned Learning and Assessment”
It is the same Process for Program Level Outcomes
Assessment/Activity Outcome
Do an assembly while
complying with all safety
and efficiency standards
as set forth by AWS.
Final Project
Guido & Kantor, 2016
Course Outcome
Perform welds on
carbon steel plate
and/or pipe
according to
applicable codes.
WLD 261
Certification Practices
Program/Institutional Outcome
Use cutting and welding
equipment safely and
efficiently in a manner that
complies with accepted
industry standards.
Welding
Authentic Learning and Assessment is also
“Aligned Learning and Assessment”
It is the same Process for Program Level Outcomes
Assessment/Activity Outcome
This
authentic
Do an assembly while
assessment
complying withactivity
all safety
and efficiency
standards
becomes
a “signature
as set forth by AWS.
assignment”
for the
course—it is direct
and aligned
Final Project
Guido & Kantor, 2016
Course Outcome
Perform welds on
carbon steel plate
and/or pipe
according to
applicable codes.
WLD 261
Certification Practices
Program/Institutional Outcome
Use cutting and welding
equipment safely and
efficiently in a manner that
complies with accepted
industry standards.
Welding
Authentic , Direct, Aligned Learning and
Assessment relies on Outcomes
The “real world” tasks are the student learning outcomes of the course—
—which in turn are aligned with the learning outcomes for the overall
program of study and the institution
Guido & Kantor, 2016
Authentic , Direct, Aligned Learning and
Assessment relies on Feedback
Students perform the “real world” tasks and are routinely assessed and receive
feedback based on the related rubric.
Describes exactly
how and how well
the task is to be
performed.
They must achieve a specified level or score in order to be considered “Passed”
in the course. Authentic tasks are “high stakes” in the overall “grade” for the
course.
Guido & Kantor, 2016
Traditional Assessment vs. Authentic Assessment
• Traditional ---------------------------------------------------------Authentic
• Selecting a Response ----------------------------------------------Performing a Task
• Contrived ------------------------------------------------------------Real-life
• Recall/Recognition ------------------------------------Construction/Application
• Teacher-structured ------------------------------------------------Student-structured
• Indirect Evidence -------------------------------------------------Direct Evidence
(Retrieved 6/29/16 from: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm )
Guido & Kantor, 2016
Criminal Justice:
Some further examples:
Baking and Pastry Arts:
Construction Management:
Course Outcome (BPA 120):
Produce individual pastries
and petit fours for buffet and
special event settings
Course Outcome (CST 111):
Erect all framing necessary
to begin roof framing
How will we know if
outcome is met?
Assessment: Students
produce pastries and
petit fours in the lab
setting; product
measured against
provided rubric
Guido & Kantor, 2016
How will we know if
outcome is met?
Assessment: Students
erect all framing
necessary to begin roof
framing at simulated
building site; framing is
measured against
provided rubric
Course Outcome (CJC
132): Identify and discuss
procedures necessary to
establish a lawful
arrest/search
How will we know if
outcome is met?
Assessment: Sets of students
role play scenarios in which a
search is conducted while
remaining students judge
legality of the search and
report on their findings.
Legality of the students’
actions and accuracy of
others’ findings is measured
against provided rubric.
And what if the outcomes aren’t as clearly defined?
Religion:
Health Information Technology:
Course Outcome (REL 111):
Identify the origins, history,
beliefs, and practices of the
religions studied.
Course Outcome (HIT 112): Apply
policies and procedures for access
and disclosure of Protected Health
Information
How will we know if
outcome is met?
Assessment: Students are randomly assigned a
religion. Each person then makes statements,
answers questions, and demonstrates practices
of the assigned religion (without directly stating
the religion)through a “mingling” activity.
Everyone in the class must identify the religion
of everyone else; scores awarded.
Guido & Kantor, 2016
How will we know if outcome is
met?
Assessment: Students receive randomized
requests from various entities for Protected
Health Information. They must respond
appropriately by either disclosing the
information and stating why it is lawful to do
so, or deny the request and explain why it is
illegal to disclose and what must be done to
make the disclosure legal.
How to be Authentic, Direct, and Aligned when Teaching Online
Pedagogy Wheel V4.1
Guido & Kantor, 2016
Retrieved 8/8/2016 from:
http://designingoutcomes.com/assets/PadWheelV4/PadW
heel_Poster_V4.pdf
Online Tools for Authentic, Direct, and Aligned
Criminal Justice:
Course Outcome (CJC
132): Identify and discuss
procedures necessary to
establish a lawful
arrest/search
How will we know if
outcome is met?
Guido & Kantor, 2016
Seated Assessment: Sets of
students role play scenarios
in which a search is
conducted while remaining
students judge legality of the
search and report on their
findings. Legality of the
students’ actions and
accuracy of others’ findings is
measured against provided
rubric.
Online Options:
• Blackboard Groups
• Google Docs and Hangouts
• Edmoto
• Youtube
Online Tools for Authentic, Direct, and Aligned
Health Information
Technology:
Course Outcome (HIT 112):
Apply policies and
procedures for access and
disclosure of Protected
Health Information
How will we know if
outcome is met?
Guido & Kantor, 2016
Seated Assessment:
Students receive
randomized requests
from various entities for
Protected Health
Information. They must
respond appropriately by
either disclosing the
information and stating
why it is lawful to do so,
or deny the request and
explain why it is illegal to
disclose and what must be
done to make the
disclosure legal.
Online Options:
• Skype
• Fring
• Showbie
• ExplainEverything
Authentic Assessment and Learning is Best Achieved with
Integrated (Backward) Course Design
Task 1
Identifying
Situational Factors
Task 5
Integration
Task 4
Teaching and
Learning
Activities
Guido & Kantor, 2016
Task 2
Task 2
Establishing
Outcomes
Learning Goals
Task
Task
3 3
Feedback and
Feedback and
Assessment
Assessment
Procedures
Procedures
Retrieved 8/8/2016 from: http://ideaedu.org/wpcontent/uploads/2014/11/Idea_Paper_42.pdf
Integrated (Backward) course Design for Authentic Assessment
and Learning
• Integrated Course Design-L. Dee Fink
Task 1
Identifying
Situational Factors
Task 5
Integration
Task 4
Teaching and
Learning Activities
Guido & Kantor, 2016
Task 2
Task 2
Establishing
Outcomes
Learning Goals
Task 3
Feedback and
Assessment
Procedures
• CPCC Integrated Course Design Learning
Community-Jeri Guido, Chair
• Establishing Outcomes, Feedback, and
Assessment Procedures-Mary-Margaret
Kantor,
Authentic Assessment and Learning with Intentional Course
Design (National Center for Academic Transformation-NCAT)
Low Stakes, Indirect Forms of Assessment—Traditional Quizzes, Online labs, 3rd Party Activities
High Stakes, Direct, Authentic, Aligned Forms of Assessment—Projects, Presentations, Papers
CPCC-ART 111
Guido & Kantor, 2016
Beginning with Art Analysis Project
Authentic Learning and Assessment Summary
Can
students
Can
require
bebedone
students
to
in
Canhave
quick
aeffectively
student
andworking
informal—
toperform
plan
cooperatively
on
a learning
series
exactly
seated
and
the tasks
online
they
willofbetasks
and
think
execute
Green
a Glass
single
Door
activity
or
a large project/presentation
performing
environments
“on the job”
Student success is determined by completion of tasks—large
and small—that replicate the expectations of the workplace/next
setting for which they are preparing.
Guido & Kantor, 2016
Resources:
CPCC
Designing Authentic Learning Activities and Assessments; Creating and Using RubricsMary-Margaret Kantor, [email protected]
Integrating Authentic Learning and Assessment into Online LearningLuvon Hudson, [email protected] or your assigned Instructional Developer
Integrated Course DesignJeri Guido, [email protected]
Online
Do I have course outcomes established?—NCCCS Common Course Library
Common Course Library
Common Course Library- Electrical (with outcomes) Common Course Library-EMS (no outcomes)
Authentic activities and online learninghttp://researchrepository.murdoch.edu.au/7034/1/authentic_activities_online_HERDSA_2002.pdf
Authentic Assessment Toolboxhttp://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
ASCD Creating Authentic Assessments Webinar
http://www.ascd.org/professional-development/webinars/allison-zmuda-webinar.aspx
Guido & Kantor, 2016