Proposal Title
Increasing assessment authenticity in fourth-year nutritional science education using a students as partners model: From assessment re-design to the implementation and impact on student experience
Session Type
Poster
Room
Thames Hall Atrium
Start Date
13-7-2023 4:30 PM
End Date
13-7-2023 6:00 PM
Keywords
authentic assessment, students as partners, nutritional science, stress, learning approach, student experience, evaluative judgement, rubrics, large class sizes, scientific literacy, critical thinking
Primary Threads
Evaluation of Learning
Abstract
Authentic assessments aim to replicate the tasks and performance standards typically faced by professionals in the workplace, and therefore, are commonly used to encourage deep-learning and bridge the gap between course material and real-world problems. Authentic assessments are identified by their alignment with three core dimensions: realism, cognitive challenge and evaluative judgement. Realism involves linking course or discipline specific knowledge with everyday life beyond the classroom. Cognitive challenge involves the skills required to use knowledge and process information in order to complete the assessment (e.g., higher order thinking and problem solving). Evaluative judgment is the ability for students evaluate their own performance and regulate their own learning by evaluating the quality of their work using clearly expressed criteria and receiving feedback. Thus, developing assessments that incorporate these three authenticity dimensions is a tangible way for instructors to connect course material to real-world problems, which can impact students’ engagement and utilization of a deeper learning approach. Low authenticity scores in a fourth-year, large-sized (>200 students) nutrition and disease pathophysiology course prompted an assessment redesign using a Students as Partners approach, wherein five student representatives who previously took the course worked collaboratively with the course instructor as equal partners with diverse perspectives to increase the assessment authenticity dimensions. The resulting scaffolded assessment required students to utilize scientific literacy and critical thinking skills to i) summarize and integrate primary research findings from multiple studies into a data extraction table, ii) develop different types of communication outputs intended for diverse audiences (scientific and non-scientific), and iii) conduct a self-evaluation and reflection. Student partners created exemplars and contributed to assessment instructions and rubric development, which are two critical aspects of evaluative judgement. The assessment was implemented in the winter 2023 academic semester and after completing the Students as Partners co-developed authentic assessment, students in the course (n=220) participated in an optional survey that assessed the student experience (including stress and anxiety), learning approach and perceived relevance of the assessment to the workplace.
Preliminary data from this course context will be shared, as well as flexible authentic assessment resources (assessment instructions, rubrics and student exemplars) that can be accessed via a QR code. Participants are encouraged to bring their smartphone, laptop or tablet to access these online authentic assessment resources, which could be adapted to other disciplines and utilized in senior courses with large class sizes. This research was approved by our institutional research ethics board (REB#20-10-026).
Elements of Engagement
Flexible authentic assessment resources (instructions, rubrics and student generated exemplars) will be shared with conference participants. Use your device (smartphone, laptop or tablet) to access the QR code linked to these resources online, which could be adapted for use in other disciplines.
Increasing assessment authenticity in fourth-year nutritional science education using a students as partners model: From assessment re-design to the implementation and impact on student experience
Thames Hall Atrium
Authentic assessments aim to replicate the tasks and performance standards typically faced by professionals in the workplace, and therefore, are commonly used to encourage deep-learning and bridge the gap between course material and real-world problems. Authentic assessments are identified by their alignment with three core dimensions: realism, cognitive challenge and evaluative judgement. Realism involves linking course or discipline specific knowledge with everyday life beyond the classroom. Cognitive challenge involves the skills required to use knowledge and process information in order to complete the assessment (e.g., higher order thinking and problem solving). Evaluative judgment is the ability for students evaluate their own performance and regulate their own learning by evaluating the quality of their work using clearly expressed criteria and receiving feedback. Thus, developing assessments that incorporate these three authenticity dimensions is a tangible way for instructors to connect course material to real-world problems, which can impact students’ engagement and utilization of a deeper learning approach. Low authenticity scores in a fourth-year, large-sized (>200 students) nutrition and disease pathophysiology course prompted an assessment redesign using a Students as Partners approach, wherein five student representatives who previously took the course worked collaboratively with the course instructor as equal partners with diverse perspectives to increase the assessment authenticity dimensions. The resulting scaffolded assessment required students to utilize scientific literacy and critical thinking skills to i) summarize and integrate primary research findings from multiple studies into a data extraction table, ii) develop different types of communication outputs intended for diverse audiences (scientific and non-scientific), and iii) conduct a self-evaluation and reflection. Student partners created exemplars and contributed to assessment instructions and rubric development, which are two critical aspects of evaluative judgement. The assessment was implemented in the winter 2023 academic semester and after completing the Students as Partners co-developed authentic assessment, students in the course (n=220) participated in an optional survey that assessed the student experience (including stress and anxiety), learning approach and perceived relevance of the assessment to the workplace.
Preliminary data from this course context will be shared, as well as flexible authentic assessment resources (assessment instructions, rubrics and student exemplars) that can be accessed via a QR code. Participants are encouraged to bring their smartphone, laptop or tablet to access these online authentic assessment resources, which could be adapted to other disciplines and utilized in senior courses with large class sizes. This research was approved by our institutional research ethics board (REB#20-10-026).