Enhancing Student Learning in Negotiation Skills: Using Authentic and In-Authentic Assessment Tasks

2012 ◽  
Author(s):  
Peter Sheldon ◽  
Julian Ehrlich ◽  
Janis Wardrop
Keyword(s):  
Student Learning ◽  
Authentic Assessment ◽  
Assessment Tasks

scholarly journals Penilaian Autentik Dalam Meningkatkan Hasil Belajar Fisika di SMAN 1 Pagaden

2021 ◽  
Vol 2 (1) ◽  
pp. 65-74
Author(s):  
Dadang Suhardi
Keyword(s):  
Qualitative Study ◽  
Student Learning ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Cycle Model ◽  
Physics Learning ◽  
Student Activities ◽  
Improve Student Learning

Abstract: Physics is one of the subjects that students consider difficult. This can be seen from the learning outcomes of students at SMAN 1 Pagaden Class X IPA 4, where the majority of students score below the KKM (minimum completeness criteria). Of the 36 students in class X IPA 4 in physics, only about 12 students got a complete score. Of course, this situation should get serious attention to improve student learning outcomes. One of the efforts made to improve learning outcomes is through authentic assessment. In this assessment, all student activities will be observed and rated according to their respective portions. This research is a descriptive qualitative study with a two-cycle model that is characteristic of Classroom Action Research. From the research results it was revealed that with authentic assessment of physics learning in Class X IPA 4 SMAN 1 Pagaden there was an increase in each cycle. In the first cycle, the students' average score on the skills aspect was around 71% and increased in the second cycle to 80%. So that the use of authentic assessment is one of the references as an effort to improve student learning outcomes. Abstrak: Fisika merupakan salah satu mata pelajaran yang dianggap sulit oleh siswa. Hal ini ini dapat terlihat dari hasil belajar siswa di SMAN 1 Pagaden Kelas X IPA 4 yang mayoritas siswa mendapatkan nilai di bawah KKM (kriteria ketuntasan minimum). Dari 36 siswa di kelas X IPA 4 dalam pelajaran fisika, hanya sekitar 12 siswa yang mendapatkan nilai tuntas. Tentu saja, keadaan ini harus mendapatkan perhatian serius untuk meningkatkan hasil belajar siswa. Salah satu upaya yang dilakukan untuk meningkatkan hasil belajar yaitu melalui penilaian autentik. Dalam penilaian ini, seluruh aktivitas siswa akan diamati dan diberi nilai sesuai dengan porsinya masing-masing. Penelitian ini bersifat kualitatif deskriptif dengan model dua siklus yang menjadi ciri khas dari Penelitian Tindakan Kelas. Dari hasil penelitian terungkap bahwa dengan penilaian autentik pada pembelajaran fisika di Kelas X IPA 4 SMAN 1 Pagaden terjadi peningkatan pada setiap siklusnya. Pada siklus pertama rata-rata siswa mendapatkan nilai pada aspek keterampilan sekitar 71% dan naik pada siklus kedua menjadi 80%. Sehingga penggunaan penilaian autentik merupakan salah satu rujukan sebagai upaya untuk meningkatkan hasil belajar siswa.

scholarly journals Outcomes-Based Assessment and Learning: Trialling Change in a Postgraduate Civil Engineering Course

2017 ◽  
Vol 14 (1) ◽  
pp. 25-44
Author(s):  
Tamer El-Maaddawy ◽  
◽  
Christopher Deneen ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Direct Evidence ◽  
Civil Engineering ◽  
Indirect Evidence ◽  
Assessment Instruments ◽  
Learning Framework ◽  
Assessment Tasks ◽  
Master Level ◽  
Teaching Learning

This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The assessment instruments for this course were designed together to form a deliberate, balanced, and practical approach to evaluating student attainment of learning outcomes within the outcomes-based learning initiative. Direct evidence of student learning was derived through analysis of student results in assessment tasks constructively aligned with intended outcomes of learning. Student feedback provided indirect evidence of student attainment of learning outcomes and confirmed the effectiveness of the learning approach implemented in the course under investigation. Results of the direct assessment instruments were, generally, consistent with the student self-perception confirming achievement of learning outcomes. Students tended, however, to overestimate the level of attainment of learning outcomes. Results of the present study are anticipated to assist educators and researchers to efficiently and effectively implement and evaluate outcomes-based learning in higher education thus improving educational quality and student learning

scholarly journals A Dog of a Qcat: Collateral Effects of Mandated English Assessment in the Torres Strait

2010 ◽  
Vol 39 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Beryl Exley
Keyword(s):  
Quality Assessment ◽  
Torres Strait Islander ◽  
Authentic Assessment ◽  
Assessment Tasks ◽  
Performance Based Assessment ◽  
Collateral Effects ◽  
Torres Strait ◽  
Remote Indigenous Community ◽  
Assessment Initiative

AbstractThis paper critiques a 2008 Queensland Studies Authority (QSA) assessment initiative known as Queensland Comparable Assessment Tasks, or QCATs. The rhetoric is that these centrally devised assessment tasks will provide information about how well students can apply what they know, understand and can do in different contexts (QSA, 2009). The QCATs are described as “authentic, performance based assessment” that involves a “meaningful problem”, “emphasises critical thinking and reasoning” and “provides students with every opportunity to do their best work” (QSA, 2009). From my viewpoint as a teacher, I detail my professional concerns with implementing the 2008 middle primary English QCAT in one case study Torres Strait Islander community. Specifically I ask “QCATs: Comparable with what?” and “QCATs: Whose authentic assessment?” I predict the possible collateral effects of implementing this English assessment in this remote Indigenous community, concluding, rather than being an example of quality assessment, colloquially speaking, it is nothing more than a “dog”.

scholarly journals Curriculum Integration: Opportunities to Maximize Assessment as, of, and for Learning

2010 ◽  
Vol 44 (3) ◽  
pp. 451-465
Author(s):  
Sheryl MacMath ◽  
John Wallace ◽  
Xiaohong Chi
Keyword(s):  
Student Learning ◽  
Mixed Method ◽  
Curriculum Integration ◽  
Teacher Practice ◽  
Authentic Assessment ◽  
Middle School Student ◽  
Assessment Practices ◽  
Using Data ◽  
Relationship Of ◽  
The Relationship

Abstract Curriculum integration, focusing on multidisciplinary tasks/projects relevant to the real-world, lends itself to authentic assessment practices. However, attempting to incorporate assessment of, for, and as learning can be challenging. Using data from two mixed method case studies (n=52, n=27) which tracked middle school student learning throughout separate integrated units, we analyzed the types of assessments used by teachers and the relationship of assessment to student learning. Results and implications for teacher practice are explored.

scholarly journals General Education: Learning from the Past, Preparing for the Future

2012 ◽  
Vol 2 (2) ◽  
pp. 8 ◽  
Author(s):  
Karen Gersten
Keyword(s):  
General Education ◽  
Student Learning ◽  
Postsecondary Education ◽  
Liberal Education ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
The Past ◽  
Societal Needs ◽  
Assessment Of Student Learning ◽  
Teaching Learning

This article explores the widening gap between business and societal needs and current general education curricula. Research is presented that documents gaps between projected needs of industry and current practices in postsecondary education especially in the general education areas. Positive efforts to close the gap are highlighted. Also highlighted are changing regulatory environments, some that support forward-thinking approaches to liberal education and others that revert to traditional educational practices. With a focus on adaptability and intentional teaching and learning, recommendations are presented for flexible curriculum, intentional pedagogy, and a backwards approach to the teaching-learning enterprise that begins with authentic assessment of student learning.

Assessing Music Learning with Technology

2019 ◽  
pp. 876-900
Author(s):  
William I. Bauer
Keyword(s):  
Music Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Music Technology ◽  
Assessment Instruments ◽  
Music Learning ◽  
Assessment Tasks ◽  
Quality Technology ◽  
Learning With Technology ◽  
Technology Resources

The purpose of this chapter is to describe and discuss ways in which technology may be used to assess student learning outcomes focused on knowledge, skills, processes, and products related to creating, performing, and responding to music. Topics include (1) assessment principles essential to high-quality technology-assisted musical assessment, (2) the design of assessment tasks and procedures facilitated by technology, (3) applications of technology to assessment instruments and assessment management, and (4) technology for assessing learning outcomes related to creating, performing, and responding to music. Technology has the potential to transform assessment in music education, and through that to make a major impact on student learning. Up-to-date links to various technology resources related to this chapter can be accessed at http://www.oup-assessment.billbauer.me.

scholarly journals Engaging Students through Assessment: The Success and Limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) Model.

2014 ◽  
Vol 11 (3) ◽  
pp. 4-18
Author(s):  
Sean P. Kearney ◽  
◽  
Tim Perkins ◽  
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Authentic Assessment ◽  
Learning Model ◽  
Assessment For Learning ◽  
Specific Model ◽  
Authentic Self ◽  
Assessment Tasks ◽  
The Creation

In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of self- and peer-assessment to better engage students in their learning and discern the reasons why students found the model engaging so as to better inform future applications of the model and how it can be applied to a wider audience.

Using Messicks Framework to Validate Assessment Tasks in Online Environments

2006 ◽  
pp. 203-226
Author(s):  
Valerie Ruhe ◽  
Bruno D. Zumbo
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Comprehensive Assessment ◽  
Test Quality ◽  
Delivery Methods ◽  
Conceptions Of Teaching ◽  
Evaluation Data ◽  
Assessment Tasks ◽  
Online Environments ◽  
Contemporary Context

Messick (1988) maintained that technology-based delivery methods would transform both our conceptions of teaching and learning, and also our methods for evaluating student learning. Designed 100 years ago (Crocker & Algina, 1986), classical approaches to assessing test quality are unsuited to the contemporary context of technology-based learning (Messick, 1988). We will discuss evolving conceptions of validity and show how Messick’s (1989) framework is an improvement over traditional conceptions. We will then apply Messick’s framework to the evaluation data from the globally delivered, hybrid “A Course in Writing Effectively for UNHCR.” Our results will show how Messick’s framework provides a comprehensive assessment, based on evidence, values, and consequences of the merit and worth of contemporary assessment tasks.

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