Instructional-Design-Live#19 2010-05-21 Authentic Assessment

Post-Show description: 

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.


GRASP acronym for designing an authentic task

PowerPoint Slides

Available on the Web


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
Welcome Lisse

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 and

09:07 - Peggy George
very interesting process :-)

09:26 - Peggy George
very engaging!!!

09:30 - jennifer maddrell
ooo ... can get an older edition of Wiggins book for $0.90 on amazon :)

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: 
Simulation example: Our Courts: 21st Century Civics:
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 practitioner’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
thank you!

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.  —Richard_P

30:17 - jennifer maddrell
thank you!

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