Meaningful Learning and Assessing Authentic and Aligned Jeri

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 Learningdo you Assessment and recognize? Which CPCC programs 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 andand see Assessment Authentic Learningcouldmaking, hear your processes, could see what mistakes you were could see what tools you used is also • Measureable-1) how long it took you to solve the problem, 2) how “Aligned Learning and many of you solved the problem, 3) how many tools you used to solve the problem Assessment” 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 becomes a “signature population parameter and present findings in a class assignment” for 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 activity complying with 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 ------------------------- (Retrieved 6/29/16 from: http: //jfmueller. faculty. noctrl. edu/toolbox/whatisit. htm ) Guido & Kantor, 2016 Direct Evidence

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 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? 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 V 4. 1 Guido & Kantor, 2016 Retrieved 8/8/2016 from: http: //designingoutcomes. com/assets/Pad. Wheel. V 4/Pad. W heel_Poster_V 4. 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 • Explain. Everything

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 Establishing Outcomes Learning Goals Task 3 3 Feedback and Assessment 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 22 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, 3 rd 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 havequick andworking Can require students to perform be doneaeffectively in seated Can be students informal— student to plan cooperatively Glass Doorof tasks exactly Green on they will be and online tasks a series and executelearning activity think the a single or a large project/presentation performing “on the job” environments 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 Rubrics. Mary-Margaret Kantor, mary. kantor@cpcc. edu Integrating Authentic Learning and Assessment into Online Learning. Luvon Hudson, Luvon. Hudson@cpcc. edu or your assigned Instructional Developer Integrated Course Design. Jeri Guido, jeri. guido@cpcc. edu Online Do I have course outcomes established? —NCCCS 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