Participants will encounter Authentic Performance-based Assessment principles in order to backwards map the courses by working backwards from the learning outcomes. Concepts discussed will include: ● Peer/Self Assessment ● Pass/Fail evaluation ● Designing Authentic Tasks ● Co-designing Learning Outcomes, including rubrics and other measurement tools ● Alternative Modes of Data Representation and Designing Equivalencies ● Using Visualizations as Modes of Student-centred Feedback ● Personal Learning Environments (PLEs) and Networks (PLNs) ● Process & Product-only Orientations

1. Authentic Assessment and Evaluation in the
Fully Online Learning Community (FOLC) Model
Roland van Oostveen, Wendy Barber, UOIT
Elizabeth Childs, Royal Roads University
A Workshop prepared for OCT AQ Designer Teams 1 & 2
March 26, 2019 @ 7pmET
Adobe Connect (old BA AC General Room @
https://uoit.adobeconnect.com/aedt-201209-00001/

2. Workshop Agenda
1. Welcome -Adobe/WebKF/Slack adventures thrills chills and spills :)
2. Review of DCP results
3. Authentic Assessment in Digital Spaces
4. Characteristics of Authentic Tasks
5. Assessment Exemplars
6. Building tasks for your AQ course - Breakout rooms
7. Additional Resources –UOIT Assessment Workshop website

3. Backchannel Conversation Sites
Slack @ https://eilaboctaq.slack.com
Twitter @ https://twitter.com/ Use #OCTAQ
Tweetdeck @ https://tweetdeck.twitter.com/ use #OCTAQ
Communication Processes

4. Software Tools to Learn in and with
(sorry about the grammar)
Adobe Connect
https://uoit.adobeconnect.com/aedt-201209-00001/
Knowledge Forum (WebKF) https://kf6.ikit.org/

5. Let’s Take a Look at your DCP Profile
-analyse wrt the 4 orders within the
GTCU
-use the target profile as a guide to
determining what you could do to make
alterations to your competencies/skills

6. A DCP
Profile

7. Competencies of a Digital Kind
But - how do we co-design authentic tasks with learners
to facilitate the development of these?
And - how do we assess these ?

8. Growing Digital (?) Success

10. Is this what people think we do?

11. What is the purpose of assessment?

14. Are these digital competencies in this millennial job interview?
https://www.youtube.com/watch?v=Uo0KjdDJr1c

15. Characteristics of Authentic Tasks:
2 elements are key to good educative assessment that is designed to teach and improve
(a) Authentic Tasks
(b) Performer-friendly feedback
Assessment is anchored in and focused on authentic tasks because they supply valid direction,
intellectual coherence and motivation for skill development and improvement
Assessment is also built on a foundation of testing in the kind of real work that people do rather
than “Easy to score” responses to simple questions
Assessment needs to measure whether students can intelligently use what they have learned in
situations that increasingly approximate adult situations
Schon – reflection-in-action (during) and reflection-on-action (after)

16. Characteristics of Authentic Tasks:
Is realistic
Requires judgement and innovation –ill defined, requiring students to define tasks and sub-
tasks needed to complete the activity
Complex tasks to be investigated by students over a sustained period of time
Asks the student to “do” the subject –real world relevance
Replicates or simulates the contexts in which adults are “tested” in the workplace, in civic life
and in personal life
Assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and
skill to negotiate a complex task
Allows appropriate opportunities to rehearse, practice, consult resources and get feedback on
and refine performances and products

17. Characteristics of Authentic Tasks:
Provide the opportunity to collaborate
Provide the opportunity to reflect
Can be integrated and applied across subject areas and lead beyond domain specific
outcomes
Seamlessly integrated with assessment
Create polished products valuable in their own right rather than as preparation for something
else
Allow competing solutions and diversity of outcomes

18. Design an Authentic Task for your AQ course:
In your breakout group of 4, you will have 2 tasks:
Task 1. Create an authentic assessment task for your individual subject area/business
area/leadership task/admission task.
Present to your group for feedback. Reflect on how you might change your task based on the
group’s feedback.
Large group discussion in main adobe room
Task 2. Create one task collaboratively to measure a 21st century skill (teamwork, innovation,
problem-solving)
Present your task to the large group and receive feedback.

19. Assessment Exemplars – Sharing Ideas

20. Additional Resources

21. Reflections (in WebKF)
Using the Digital Competencies and Learning in FOLC Environments View post your reflections to
the prompt:
"Please posts your individual and communal thoughts about the role of digital competencies (and
measurement tools) on learning within FOLC environments." ("Metacognitive Reflections on Digital
Competencies and Learning in FOLC Environments" by Roland van Oostveen)

22. Authentic Assessment and Evaluation in the
Fully Online Learning Community (FOLC) Model
Roland van Oostveen, UOIT
roland.vanoostveen@uoit.ca
Wendy Barber, UOIT
wendy.barber@uoit.ca
Elizabeth Childs, Royal Roads University
elizabeth.childs@royalroads.ca
http://eilab.ca