- Length: 29:25 minutes (13.46 MB)
- Format: MP3 Mono 44kHz 64Kbps (CBR)
Authentic assessment is within the reach of most online instructors. It's just a matter of starting small and considering some basic principles in designing effective learning experiences, notes Mary Engstrom, senior instructional designer at the University of Montana. Mary discusses a framework for developing authentic tasks and identifies a number of examples. A key take away is the notion that individuals receive personalized feedback throughout the process of completing authentic tasks and can develop the ability to self-monitor their development if the opportunities are provided.
May 21, 2010 10:00:57 AM - IDL 19 - BEST PRACTICES- AUTHENTIC ASSESSMENT
00:45 - Peggy George
I'm just listening--no headset on this morning
00:59 - Peggy George
I'm in Phoenix AZ
01:10 - Peggy George
01:14 - Brent Schlenker
01:28 - Mary
01:35 - Brent Schlenker
I'm near Camelback Mtn!
01:38 - Peggy George
I feel strong ties to Montana though-born and raised in Kalispell :-)
01:45 - Peggy George
how fun Brent!! :-)
01:50 - Marlene Zentz
Not far from Missoula!
02:06 - Peggy George
exactly!! was just in Missoula this past summer
03:12 - jennifer maddrell
yes ... I agree the "real world task" piece is key
03:12 - Peggy George
doing something real to demonstrate understanding :-)
04:09 - Robert
04:42 - Peggy George
eager to hear what GRASP stands for :-)
05:30 - Robert
Hi Linda, brandy
07:49 - Linda U
07:53 - jennifer maddrell
the relationship between authentic task and motivation is interesting to consider ...
08:29 - Linda U
I missed the first few slides - will they be available?
08:58 - Robert
yes, I'll upload to instructionaldesigning.org and edtechtalk.com
09:07 - Peggy George
very interesting process :-)
09:26 - Peggy George
09:30 - jennifer maddrell
ooo ... can get an older edition of Wiggins book for $0.90 on amazon :) http://www.amazon.com/gp/offer-listing/013093058X/ref=tmm_pap_used_olp_s...
10:08 - Peggy George
I used UBD and the entire DVD series from Wiggins & McTighe in my university teaching :-)
12:32 - Peggy George
can you share an example of an authentic assessment task you have created?
13:45 - Peggy George
13:53 - Peggy George
think that's it
14:15 - Peggy George
can you restate the question-I was multitasking :-)
14:50 - Linda U
I teach a technical writing class, and students have a lot of different exercises where they have to work on actual documents that would be used by the audience
14:55 - Peggy George
good distinction--being able to use and apply it and not just know it
15:47 - Peggy George
a "good" webquest does that Robert :-) not all are good
16:14 - Peggy George
16:43 - Peggy George
I agree Mary
17:12 - Marlene 3
Hola. Sorry to obe late
17:22 - Robert
Case Study examples: http://etips.info/
Simulation example: Our Courts: 21st Century Civics: http://www.ourcourts.org/
Geometry in the Real World:
17:39 - Robert
Hi Marlene 3 :-)
17:52 - jennifer maddrell
Getting to the specific "tasks" to incorporate, I think a good task analysis resource that focuses on "expert vs novice" differences is suggested here ... Militello, L. G., & Hutton, R. J. B. (1998). Applied cognitive task analysis (ACTA): a practitionerâ€™s toolkit for understanding cognitive task demands. Ergonomics, 41(11), 1618-1641.
18:01 - Peggy George
thanks for posting the clickable links :-)
18:27 - Marlene 1
Yay! in now as Marlene 1, but I'm @cljennings (Cindy Jennings)! Hi Robert et. al.
19:20 - Marlene Zentz
Hi, cljennings. Glad you got through the difficulties at EdTechTalk!
19:34 - Peggy George
creative Cindy! :-)
20:21 - Peggy George
me too Robert
20:28 - Robert
24:41 - Peggy George
I sometimes wonder how much they are really understanding and how much comes from the scaffolding and guiding questions
25:44 - Mary
declarative vs procedural knowledge
27:43 - Peggy George
sometimes that is the "language" of the process
28:06 - jennifer maddrell
@peggy ... yes ... nice way to put it "language" of the process :)
28:21 - Peggy George
so excited about your travels!!!
29:12 - Peggy George
do you teach your students to create authentic assessments for their own future teaching?
29:33 - Mary
Yes, I did do that as a professor.
29:51 - Marlene 1
Thanks for the invite via Twitter...
30:04 - Mary
Thanks, Robert and all!
30:05 - Linda U
30:05 - Peggy George
great conversation! Thanks Mary!!
30:06 - Marlene Zentz
Thanks, Mary and Robert!
30:08 - jennifer maddrell
happy "vacation" from webcasting :)
30:09 - Marlene 3
Thanks once again. â€”Richard_P
30:17 - jennifer maddrell
30:19 - Deirdre
Thanks... great discussion. I will listen to the posetd recording for the minutes I missed.
30:23 - Marlene Zentz
Glad you made it, Richard P!
30:34 - Robert
Great to have you with us again Richard