University of Calgary

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Conferences Conference on Postsecondary Learning and Teaching

2018-05

The role of authentic assessment tasks in

problem-based learning

Koh, Kim; Delanoy, Nadia; Thomas, Christy; Bene, Rose; Hone,

Gabrielle; Chapman, Olive; Abidi, Ali; Diaz, Zulay

http://hdl.handle.net/1880/107671
conference proceedings

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 The Role of Authentic
Assessment Tasks in
Problem-Based Learning

Kim Koh, Nadia Delanoy, Christy Thomas, Rose Bene,

Gabrielle Hone, Olive Chapman, Ali Abidi, Zulay Diaz

Werklund School of Education

University of Calgary Postsecondary Conference on Teaching and Learning

May 2, 2018
 Introduction

 Traditional didactic pedagogical approaches (i.e., whole-class

lecture) and conventional assessment methods (e.g., quizzes,
tests, mid-term and end-of-term exams) are most commonly
used in undergraduate courses in higher education
institutions.

 In light of the need to develop undergraduate students’ 21st-

century skills and professional competence, learner-centered
pedagogical approaches (e.g., problem-based learning,
inquiry-based learning, project-based learning) and
alternative assessment methods (e.g., authentic assessment
and formative assessment) are more well suited than
traditional pedagogical approaches and assessment methods
(Koh & Tan, 2016).

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 Problem-Based Learning (PBL)

 Problem-based Learning (PBL) has long been touted as an effective

pedagogical approach to promote undergraduate students’
authentic learning and development of disciplinary knowledge and
professional competence.

 It has been widely used in the fields of medicine, nursing,

engineering, and social sciences.

 As a learner-centered pedagogy, PBL is characterized by students

working collaboratively in small groups to solve messy, ill-structured
problems that mirror real-world problems encountered by expert
professionals in the field (Barrows & Tamblyn, 1980). The instructor
plays an important role as a facilitator of learning.

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 Ten Principles for the Design of PBL Curricula

 Barrows (1986):
— Students must have responsibility for their own learning
(Self-Directed Learning)
— The problem scenarios/simulations used in PBL must be ill
structured and enable independent inquiry (Critical
Thinking)
— Learning should be integrated from a wide range of
disciplines or subjects (Disciplined Inquiry/
Transdisciplinary Inquiry)
— Student collaboration is essential (Collaboration)
— What students learn during their self-directed learning
must be applied to the problem with reanalysis and
resolution (Critical Thinking and Problem Solving)

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— Self- and peer-assessment should be carried out at the
completion of each problem and at the end of every
curricular unit (Self-Directed Learning and Collaboration)
— The activities carried out in PBL must be those valued in
the real world (Problem Solving)
— Student examinations must measure student progress
towards the goals of PBL (Assessment)
— PBL must be the pedagogical base in the curriculum and
not part of a didactic curriculum (Curriculum)

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 Assessment in PBL

 Biggs (1999): the importance of aligning curriculum

objectives, teaching and learning activities, and
assessment tasks in PBL

— “The essential feature of a teaching system designed to emulate

professional practice is that the crucial assessments should be
performance-based, holistic, allowing plenty of scope for
students to input their decisions and solutions” (p. 210)

 The use of authentic assessment tasks (i.e., performance

assessments that are authentic) to promote student
learning and mastery of professional competencies in
higher education is essential in an era of competency-
based education across the globe.

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 Four Features of Authentic Assessment

 Wiggins (1989):
— Authentic tasks truly represent performance in the field –
contextualized, complex intellectual challenges. Students’
own research or application of knowledge in messy, ill-
structured tasks promotes critical thinking, problem
solving, innovation and creativity
— Explicit performance criteria and standards as presented in
the form of well-developed rubrics
— Self-assessment – a formative assessment or assessment
for learning promotes students’ self-directed learning and
lifelong learning
— Students are expected to present and defend their work to
a real audience  communication, confidence

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 Context: EDUC 456 Assessment

 In 2013, EDUC 511 Assessment course was first offered to Year 2

student teachers in a two-year BEd program

 About 356 student teachers sat in a lecture theatre for four

continuous hours over five weeks

 A mismatch between the learning outcomes of the course and the

pedagogical approach due to the following constraints – a large
class size, an outdated learning environment, two instructors and a
TA, and the prescription of an expensive textbook

 Problem-based Learning (PBL) approach (one of the signature

pedagogies at the Werklund School of Education) was used by the
first author to redesign the assessment course

 Since 2014, the assessment course was facilitated using PBL in

smaller sections (20-38 students per section/class)
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 The Five Problems and Three Learning Tasks
in EDUC 456
Problem Learning Tasks (Authentic Assessments)
Developing an Assessment Tool Box: Learning Task 1: Part 1 − Individual Work:
Considering Balance and Purpose Assessment Glossary
Learning Task 1: Part 2 − Group Work:
Assessment for Learning An Infographic on the Concepts of Assessment of
Learning, Assessment for Learning, and Assessment as
Learning
Learning Task 2: Part 1 − Group Work:
Developing High Quality Assessment Review, Critique, Redesign or Design of A Performance
Tasks Assessment and Its Associated Rubrics

Learning Task 2: Part 2 − Individual Work:

Developing High Quality Rubrics to A Written Paper on Your Review, Critique, Redesign or
Enhance Student Learning Design of A Performance Assessment and Its
Associated Rubrics
Learning Task 3: Part 1 − Group Work:
Deconstructing and Analyzing A Report Card
Grading and Reporting
Learning Task 3: Part 2 − Individual Work:
A Formal Written Report for Advocating the Use of
Your Group’s Report Card at the School District Level
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 Conceptual Framework
Instructor
Roles: Learner
Centered;
Teacher as
Facilitator

Learning Tasks: Problem Problems:

Stimulate;
Authentic Based Contextualize;
Assessments Learning Integrate

Assessment Literacy &

Professional
Competencies:
Critical Thinking
Complex Problem Solving Student Teachers as
Student Teachers are
Collaboration Creators, Drivers,
Assessment Literates Communication Innovators, Collaborators
Creativity and innovation
Self-Directed Learning
Lifelong Learning 10
 Research Questions

 What were our experiences in using authentic

assessment tasks embedded within a PBL
assessment course to facilitate undergraduate
students’ learning about assessment?

 Had we implemented authentic assessment tasks

embedded within the PBL assessment course in such
a way that we enabled undergraduate students (i.e.,
student teachers) to be creators, drivers, innovators,
and collaborators?

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 Method

 Action research design (Creswell, 2015) – to address the

research questions and to reflect on our own practices

 Reflections and anecdotal observations from a group of EDUC

456 instructors

 Data were based on their facilitation of the learning tasks in

the course using PBL over 9 weeks of instruction

 Thematic analysis was employed to analyze the reflection

data (Miles, Huberman, & Saldaña, 2014)

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 Reflections from Course Instructors - Christy Thomas

 Impacts of PBL on Teaching Practice

 Affordances and Constraints
 Instructional Strategies

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 Instructional Strategy: Students as Drivers, Creators,
Collaborators and Innovators - Rose
 Begin with students’ prior knowledge (driver)
 Have students discuss PoP based on their experiences as
pre-service teachers - e.g. lesson planning (creator)
 Form small groups (4-5 students) based on subject
specializations or areas of interest (collaborator)
 Students choose topic from PoS and develop simple lesson
outline using modified UbD states 1 & 2* (creator)

 Embed assessment criteria and strategies into lessons

 Adapt assessment as needed during teaching (innovator)
* From: Wiggins, G. & McTighe J. (2005). Understanding by design: Overview of UbD & the design template. Retrieved from:
https://www.researchgate.net/publication/272177946_Understanding_by_Design_Overview 14
_of_UBD_Design_Template.
 Student Exemplar - Music Lesson – Rose Bene
 Topic from Music subject area – Rhythm
 Learning Outcomes – The student will:
— Demonstrate an understanding of the term rhythm
— Recognize and perform rhythmic patterns
 Specific Criteria for Success:
— Students can mimic a simple rhythmic beat using hand clapping
— Students create their own rhythm based on learned beats
 Assessment for and as learning:
— One on one feedback from teacher to student during student demos
— Observations/Checklists/Simple Rubrics
— Anecdotal notes/Learning conversations
— Peer coaching
— Taping/Playing back for students to reflect on
— Self-Assessment – Goal Setting – What do I know? What do I want to improve?
What will I learn next? (KWL)

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 Reflections from Course Instructors - Gabrielle Hone

 Impacts of PBL on Teaching Practice

 Affordances and Constraints
 Instructional Strategies

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 Reflections from Course Instructors - Nadia Delanoy

 Impacts of PBL on Teaching Practice

 Affordances and Constraints
 Instructional Strategies

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 Conclusion

 Instructors as Designers and Facilitator’s of Learning

 PBL/Inquiry

 Bridging Theory to Practice

— Experiential Learning
— Assessment Literacy

 Reflexivity of Practice and Programming

 How can you help?

— Discussion and Feedback (please see next slide)

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Discussion and Feedback (Mentimeter)

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 References

Barrows, H. S. (1986). A taxonomy of problem-based learning methods.

Medical Education, 20, 481-486.

Biggs, J. (1999). What the student does: Teaching for enhanced learning.
Higher Education Research & Development, 18(1), 57-75.

Koh, K., & Tan, C. (2016). Promoting reflection in pre-service teachers through
problem-based learning: An example from Canada. Reflective Practice, 17(3),
347-356. doi:10.1080/14623943.2016.1164683

Newman, M. (2005). Problem-based learning: An introduction and overview

of key features of the approach. Journal of Veterinary Medical Education,
32(1), 12-20. doi:10.3138/jvme.32.1.12

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