Using Authentic Assessment to Reinforce Student Learning in High‐Impact Practices

Zilvinskis, John

doi:10.1002/au.30040

Cited by 13 publications

(13 citation statements)

References 3 publications

(3 reference statements)

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“…These tasks apply the knowledge and skills that the students acquired during class, and require the students to integrate different knowledge to achieve the task objective. 1 Vu and Dall’Alba defined authentic assessments as engaging the whole student through the student’s knowledge, their actions, and their idea of self. 2 The inclusion of self is a key component because students, through the assessment, are experiencing what life as a practitioner is like in a given field.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The researchers studied written components for authentic assessments because a high-impact practice is to use writing-intensive courses that provide frequent feedback, reflective and integrative learning, real-world applications, and the use of portfolios. 1 Related to writing-intensive courses is the observation by Kok and Luke that more difficult assignments lead to higher quality work; 5 however, if the authentic assessment does not match the educational level of the student, the student may be overloaded leading to a poor result. 6…”

Section: Literature Reviewmentioning

confidence: 99%

“…The course project during Winter 2013 was expanded to a larger weight, 50%, of the final grade and included a project proposal, progress report, presentations, and a final report. These deliverables required extensive writing as recommended by Zilvinskis, 1 and used rubrics consistent with the recommendations from Litchfield and Dempsey, 5 and Chong et al. 11 Example rubrics for the final reports from M1 and the other courses are provided in the supplementary Appendix.…”

Section: M1: Vibrations Analysismentioning

confidence: 99%

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Using case studies and build projects as authentic assessments in cornerstone courses

Merrett

2020

International Journal of Mechanical Engineering Education

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Final year, undergraduate engineering students should be exposed to authentic practices that resemble industry to prepare the students for the field. Given that engineering involves design and implementation, final courses should expose students to both through authentic assessments. Case studies, design and build projects, and open-ended final exams were implemented in three, fourth-year cornerstone engineering courses in mechanical, and sustainable and renewable energy engineering. The effects of these changes differed between case study based projects and build projects. Case study based projects resulted in higher project performance and better exam performance than build projects. The improved performance is indicative of better knowledge transfer and a result of increased opportunities for discussion and collaboration between students. These results are consistent with the Ashford-Rowe model for authentic assessments; however, students were divided on the benefits of the authentic assessments. Students were more resistant to the build projects, as reported through the teaching evaluations, because of the increased work load and scheduling required for build projects. This study recommends that cornerstone courses implement case study or paper design projects and open-ended, case study-based final exams to achieve authentic assessments. The use of build design projects for cornerstone courses is not recommended.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: M1: Vibrations Analysismentioning

confidence: 99%

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Using case studies and build projects as authentic assessments in cornerstone courses

Merrett

2020

International Journal of Mechanical Engineering Education

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“… Authentic assessment creates a universal understanding of learning that incentivizes both educators and learner to join reform processes [5].…”

Section: A Value Of Canian Correlation Between X With Ymentioning

confidence: 99%

Authentic Assessment to Enhance Students’social Responsibilty Character

Rohayani¹,

R²,

Malihah³

et al. 2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

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Student' responsible characters are individual and social moral implementation conducted by a student in his involvement in the community to provide behavioral propriety standards. A high school student who is considered to have a selfidentity as adolescents are expected to have empathetic to solve the environment social irregularities occur. When their involvement in social order becomes part of a lesson, then the judgment must be authentic. This study presents authentic assessment descriptions of students' processes, products, and evaluations who have undertaken social studies that have an impact on improving social order. Authentic assessment is executed by giving a duration of 3 months for preparing and doing research. Assessing students' products through presentation in the class is watched and judged by other students as an audience. Provide interpretation of good or bad value as research judgment. This study show that students who are authentic judged have more empathy improve their individual and social character than students who are judged conventionally based on test.

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“…Undergraduate research directly involves students in the knowledge creation processes of a discipline. Involvement in these processes has significant positive effects on students from all socioeconomic and racial backgrounds (Awong-Taylor et al, 2016;Brownell & Swaner, 2009;Finley, 2011;Zilvinskis, 2015). Student researchers, who may have participated in one in-class research experience or perhaps in multiple opportunities of varying modalities, indicate a higher satisfaction with their learning, a deeper level of understanding, more confidence, and a greater ability to see themselves as a member of a discipline (Crews, 2013;Linn, Palmer, Baranger, Gerard, & Stone, 2015;Lopatto, 2004).…”

Section: Introductionmentioning

confidence: 99%

Taxonomy for Developing Undergraduate Research Experiences as High-Impact Practices

Fischer

Immel

Wilkum

et al. 2021

JoSoTL

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The call to increase student participation in high-impact practices (HIPs) to improve student learning, satisfaction, and retention is being answered in a multitude of ways. Faculty and staff involved in undergraduate research see this as validation of their efforts, which it is. However, Kuh & O’Donnell’s (2013) work challenges research mentors to reevaluate their efforts in order to intentionally provide an even richer and more engaging research experience. Making undergraduate research a high-impact practice requires thinking inclusively about how the research experience can be scaled across the curriculum, adjusted to increase student engagement, and adapted to student preparation and desired learning outcomes. This article presents the work of a statewide multi-disciplinary faculty team that developed a scalable taxonomy for incorporating high-impact practices into student learning experiences and to serve as a roadmap for designing and assessing undergraduate research experiences. The authors offer a layered taxonomy, with milestones of increasing engagement, that establishes what sets a HIP undergraduate research experience apart from other HIP experiences and what distinguishes good practices from high-impact teaching. Aligning undergraduate research experiences with best practices across disciplines, types of research opportunities, and student achievement level was a key goal in the taxonomy development. We present cases where the taxonomy was applied to research opportunities embedded in general education courses across disciplines and different modalities. In these vignettes, the utility of the taxonomy as a tool for assessing course design and teaching effectiveness is examined and common challenges in development, implementation, and assessment of student learning experiences are also explored.

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Using Authentic Assessment to Reinforce Student Learning in High‐Impact Practices

Cited by 13 publications

References 3 publications

Using case studies and build projects as authentic assessments in cornerstone courses

Using case studies and build projects as authentic assessments in cornerstone courses

Authentic Assessment to Enhance Students’social Responsibilty Character

Taxonomy for Developing Undergraduate Research Experiences as High-Impact Practices

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