The Student Conference: A Model of Authentic Assessment

Abstract

In the global marketplace, the ability to communicate, both orally and in writing, is a skillset demanded by employers. Unfortunately, typical academic exercises that involve written and oral communication are often just that �?� academic exercises. To provide a more authentic and robust experience, a student conference activity has been developed for use in a second-level physics course entitled Physics for a New Millennium (PNM) at American University (AU). This activity involves writing a formal research paper using professional guidelines. In addition, students present their research paper during a class event modeled after an actual professional conference. A focus of this paper is to discuss the assessment strategies developed for the conference paper activity. A major goal of the assessment strategies designed for the conference paper and the associated presentation is to better capture (and then assess) what students are actually learning in the course. This paper will provide an overview of the student conference paper activity with emphasis on its value as an alternative assessment tool. To that end, a synopsis of how the conference paper activity has been designed will be shared. This synopsis will begin with a general discussion of assessment, assessment methods, and the �??language of assessment.�?� Following this synopsis a model of non-traditional assessment using the student conference paper will be highlighted. Subsequently a description of the course curriculum and the specific structure for the writing activity will be outlined as they relate to the learning outcomes for the course. Shadowing the presentation of the course-specific learning outcomes, a description of the strategies used to uncover student learning will be shared. These strategies provide an opportunity for multiple assessment �??snapshots�?� to be made throughout various phases of the learning process. To illustrate these snapshots, examples from actual student work will be presented and discussed. The assessment strategies developed for the student conference paper can be used as an alternative, or as a supplement, to more traditional pencil and paper examinations, quizzes, and homework assignments. Whether used as a stand-alone assessment tool or coupled with more traditional measures, the model presented here can provide an enhanced and more authentic way to capture what students are actually learning while the learning is taking place.

Adult Learning and Doctoral Student Research Forum Participation: Insights into the Nature of Professional Participatory Experience

“…Perhaps one of the strongest evidences/supports of conferences as a significant student learning experience in the U.S. was outlined in Larkin's (2014) study of the use of a student conference as a model for authentic assessment in a second-level physics college course. Learnerparticipants at the university were required to prepare a conference paper (including abstract, first, second, and final draft for publication in the conference proceedings), then present it at a class conference at the end of their semester.…”

A Rubric to Enrich Student Writing and Understanding

“…In her earlier work, the author described in more depth, each aspect of the paper-writing process [41]. To briefly summarize, the assessment of the conference paper is done through a variety of techniques.…”

Authentic Assessment Design in Accounting Courses: A Literature Review

“…Authentic assessment is built on tasks that encourage students to use their scientific knowledge in real contexts and show skills and competencies needed to navigate critical situations in professional life (Ashford-Rowe, Herrington, & Brown, 2014;Gulikers et al, 2004;Larkin, 2014;Sridharan & Mustard., 2015). Types of authentic assessment include portfolios, study and reflective journals, presentations, discussions, and performance assessment, just to mention a few.…”

“…Authentic assessment is connected more closely with the real world needs and is meaningful as it requires students to use competence, a combination of knowledge and skills that can be applied in professional life situations (Gulikers et al, 2004;Larkin, 2014;Sridharan & Mustard., 2015). Forms of authentic assessment include portfolios, reflective journals, oral presentations, work integrated learning, self and peer evaluation, performance assessment, and so on.…”