Here are some additional credible resources for designing authentic learning tasks: - Project-based Learning Lab at Buck Institute for Education (bie.org) - Provides examples of authentic, project-based learning units and lessons across various subject areas. - Edutopia (edutopia.org) - Offers best practice guides and videos showing examples of authentic assessments being implemented in K-12 classrooms. - Grant Wiggins' Authentic Education website (authenticeducation.org) - Includes articles and resources from Wiggins on understanding and designing authentic tasks. - Quality Matters Higher Education Rubric Standards (qualitymatters.org) - Benchmark standards for course design that emphasize using authentic activities to assess learning.

1. Six Core Principles for Creating Memorable Presentations and Courses
Ilene Alexander, Jane O’Brien, Christina Petersen

2. What makes this information memorable?
Arts & Humanities Social Sciences
Natural Sciences STEM Sciences

3. C

4. C

5. Environment
Situational Context
Environmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
Outcomes
Intended Learning
Intended Learning
Intended Learning
Outcomes
Outcomes
Instruction
Learning & Teaching
Learning & Teaching
Assessment
Activities Feedback & Assessment
Components/Tasks

7. To succeed in this class you’ll
To succeed in this class
have to do all readings
you’ll have to work hard
before class, rewrite each
and be committed.
paper & review notes
weekly

8. This class will require that I guess it’ll be a lot of common
you think critically about sense and probably we won’t
the theories presented use the book that much.

9. You can:
• Explain why there is no one right answer to this issue
• Identify and correct for your personal biases
• Explore evidence from several perspectives
• Set criteria and make a recommendation
• Plan to monitor and adjust for changing conditions

10. Goals
Broad
Specific Outcomes
Narrow!

12. V
L.Dee Fink (2003)

13.  Select one broad course or unit goal
 Student A will…..
 Define it in concrete terms
 Refer to HANDOUT – pages 2 & 3
 Record on white board & discuss
 Is this outcome concrete enough?
 Would greater specificity help or hinder?

14.  Learning goal:
 Appreciate differences
 Learning outcomes:
 Describe an experience where multiple viewpoints
resulted in a better outcome

15. Credible - make it real

16. Environment
Environmental Factors:
Institutions, Disciplines, Cultures, Communities, Classrooms
Curriculum
Intended Learning
Outcomes
Instruction Assessment
Feedback &
Learning &Teaching Assessment Tasks
Activities

17.  Engaging and worthy problems
 Questions of importance
 Actual or similar to issues faced by adult
citizens / consumers / professionals
in the field
Wiggins (1993)

18. Jessica martin

20.  Straight A's in high
school may mean better
health later in life
 Murder rates affect IQ
Correlation tests scores: Study
 Sincere smiling
Cause
promotes longevity
 OMG! Texting and IM-ing
doesn't affect spelling

21.  Learning Outcome:
 Initial task:
 Credible task:

22.  Return to your learning outcome
 Design an authentic task in which students
can demonstrate mastery of that outcome
 Record on white board and discuss
2

23. Outstanding Meets Fails to meet
 November 2008 | By Natasha Haugnes &
relative to requirements in requirements
requirements every respect
Jennifer Russell | Office of Faculty
Characteristic 1
Development | Academy of Art University,
San Francisco, CA
Characteristic 2
 The Academy
Characteristic 3

24. The Truth

25.  Frequent
 Instructor
 Peer
 Self
 Forward-looking

26. Credible Clear Frequent Savvy
Task Criteria Feedback Assessment

27.  Websites re: real assignments
 http://sciencecases.lib.buffalo.edu/cs/
 http://writing.mit.edu/wcc/resources/teachers/createwritingassignments#creating
 Repository of rubrics
 http://course1.winona.edu/shatfield/air/rubrics.htm
 Peer Feedback
 http://rer.sagepub.com/content/70/3/287.full.pdf
 http://www.academicaffairs.mnscu.edu/facultydevelopment/resources/pod/Packet6/helpingstudent
shelp.html
 Test writing and scoring
 http://wayback.archive-it.org/1961/20100806070228/http://www.pass-it.org.uk/resources/031112-
goodpracticeguide-hw.pdf