![]() ![]() Metacognition – The process of reflecting on learning should be purposefully planned for students to make connections to prior knowledge, experiences, and different subject areas.For example, students writing a blog post about a scientific principle that was demonstrated in current events replacing a traditional essay or paper on the scientific principle. Transfer of knowledge – The assessment should provide the transfer of knowledge from theory to practice and from one task or experience to another.Or the assessment should allow for student choice based on interests and skills for example, one group of students decides to create a podcast to demonstrate their learning in general education coursework. Demonstration of learning – The outcomes of an assessment should allow students to demonstrate learning in ways that reflect their field of study, for example, a performance or a product that is authentic to their future career.The assessment validity refers to the alignment of grading criteria to the learning objectives, transferable skills (e.g., communication, critical thinking, etc.), workforce readiness skills, and disciplinary norms and practices. ![]() Accuracy and validity – The accuracy of the assessment refers to how closely it resembles a real-world situation, problem, disciplinary norm, or field of study.There are several elements to consider that make an assessment more “authentic” (Ashford-Rowe, 2014 Grant, 2021 Wilson-Mah, 2019 ), including: ![]()
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