Assessment Re-design, Part I: Moving toward process-oriented assessment models
Wednesday, September 24
3鈥�4:20 p.m.
Killam Library, Room B400 or Online
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GenA.I. is troublesome for educators because its capabilities challenge our assessment鈥檚 鈥渃onstruct validity鈥濃�� the ability of the assessment task to provide evidence that students are meeting learning outcomes. Assessment that is designed to gather evidence of student learning from their 鈥渏ourneys鈥� (how they did it) rather than their 鈥渄estinations鈥� (what they submitted), provides the instructor with better evidence for how well outcomes are met. Additionally, process-oriented assignments augment students鈥� self-efficacy and metacognition, and can strengthen the relationship between instructor and student. This workshop will help participants test the construct validity of their current assessments and discover ways to design assessments that help students attend to, and evidence, their learning journeys.
Facilitator
Kate Crane, MA (she/her)
Coordinator for the Faculty Certificate in Teaching and Learning
(acting) Senior Educational Developer (Digital Learning)
Capacity
- Online: 16
- In-person: 16
Intended Audience
- Instructors
Time
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