We use case studies in our classes. They really have an impact on the students reading about something that has actually happened. It has helped the students were determined to be very accurate on the job.
I love this too! It is wonderful to see students tie together their real life experiences and classroom learning. We do this in online discussion forums allowing the students to learn from each other's experiences too.
In one of my current courses, we ask students to research criminal data and apply it to a staffing study for police agencies. This is an example of real life work in which I have had experience in and provides an assessment of what the student has learned and demonstrates the applicability of what they learned to real life situations and issues. Other courses in the past have included using a hypothetical crime scene requiring students to work the scene as an investigator would colecting evidence and interviewing witnesses.
Authentic learning is critical to my classroom. In philosophy (what I teach), there is the world of theory and then the world of application or what students will call "real life". It is important to remember that my students are coming from trade or hands-on programs. They go to ground classes and learn how to take blood pressure, set up a crime scenes, how to properly hold an animal, etc. It is very much action learning. Then they get put into a philosophy course and are asked to think on a philosophical level. It's like asking them to go from a nice warm room and dunk themselves into a lake in the middle of winter. So the closest I can simulate or relate philosophy to their lives the more success I am likely to achieve.
On the discussion board, students are asked to apply the philosophical theories for the week to some aspect of the workplace in their chosen career. In their ethics paper, my students apply philosophical frameworks to ethical dilemmas in their chosen career. Rather than being a general philosophy course that any college student could take, this one is geared toward helping my students get ready for their careers. Student-centered and career-oriented learning as much as possible.
I use authentic assessments in my f2f classes (I do not teach online yet). Authentic assessments give the student the ability to use what they have learned and apply it to their life. For example, I give the students in my introduction to computer class an assignment on how would they go about purchasing a new computer for themselves. I give them worksheets and rubrics so they know what I am looking for in their project. I had one student do his project on how he would build his own computer.
Students do enjoy this project because now they know what questions to ask if they do decide to purchase a computer.
Authentic Assessment is good to implement. It must be meticulously planned for effectiveness.
Coradi
I have used YouTube in some classes. Students seem to enjoy them and really present a better understanding of the topic. It is a break from the norm. I think alternative assessment is beneficial to comprehension. In business, it is beneficial to bring in current world events that students relate to.
I use a lot of authentic assessments in my course because I ask a lot of questions in the DB forums that provide students with an opportunity to reflect from previous experience and connect those experiences to the current course objectives.
Patti,
The discussion board responses and quality of completed assignments would provide insight on the student’s depth of learning and level real life experience attained
Austin
Authentic assessment measures learning that could be applied to real life experience. One of my students was offered an office administrative position after taking just one micro computer course. This is evidence that student has gained relevant skill to be applied in solving real life problem.
Austin
I have used portfolios in the past to allow students to show work or “tell a story.†One example is a graduate level student presenting how they would plan and manage an international project through a series of assignments (such as risk assessment using simulated data; demonstrating how to resolve team communication issues, planning for contingencies, and so forth). Some students have used their portfolios in job interviews or to show their managers what they are learning at school. One student even told me he decided to get a degree and take this class because he was impressed with what his employee could do from seeing a portfolio.
Authentic assessments are being used in a variety of ways in mathematics courses. For example, algebra techniques, procedures, and processes are of real value to students only when those techniques, procedures, and processes are applied to helping them solve problems they are likely to face in their personal lives or in their careers (i.e., real-life applications). Students may be able to factor quadratics with ease, but if they cannot see where factoring quadratics will help them solve real-life problems that improve the quality of their lives or give them an advantage in their career, then factoring will be of little value to them, and likely will be soon forgotten.
In math, I tend to keep a portfolio of student work for parent conferences. This helps parents to see the progression of their student's effort at a glance.
I have not personally use this in any of my courses.
However, I did use this process to gain college credit in my undergraduate program. While I thought it was time consuming at the time I was doing it, I definitely see the link between the course material and the use of portfolios. I found my portfolio to be challenging to create but at the end, was amazed at the amount of information it contained.
In my online classes I have used portfolios and have linked assignments into the portfolio so that students from the start of the class are building portions of the portfolio with each assignment. The portfolio ends up being the foundation for their final project. By having students use the portfolio this allows for corrections during the process and provides me with a way to gauge their performance. Students seem to like this because they see the project grow and they also are not as overwhelmed with the finial project since they have already completed many parts.
"Authentic assessment differs from alternative assessment as it focuses on asking students to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills."
In my present position, alternative assessment is used almost exclusively. Students write papers and discussion board posts that answer and analyze, using course concepts. We have a few assignments where the distinction is blurred. For example, students are asked to define emotional intelligence, take an emotional intelligence test, reflect on the results, and state some ways they can grow their emotional intelligence. Another assignment asks them to discuss positive psychology and state some ways one may use those principles to create a more positive outlook.
I do not have the opportunity to change the process, though I wil be making some suggestions in the course review process when that comes around.
Thomas,
Wow, that is great. There are secondary elements that are taught when we assign authentic assessments, like your post describes. My students have to write a 20 page report, time management is important tool to learn!
Dr. Kelly Wilkinson
Laura,
I have used the discussion board to setup case study evaluations and reflection. If you can interrelate all of the elements it can be quite powerful. The problem is that it isn't easy :)
Dr. Kelly Wilkinson
Marie,
I think it does add a way for students to make connections to the real world in their "own" way. The technology tools do allow us to manage the process easier than in the past for both f2f and online environment.
Dr. Kelly Wilkinson
Nate,
I think you will find it very valuable. Also, the technology tools provide ways to manage it better in both f2f and online courses.
Dr. Kelly Wilkinson
