Get Your Students Hired
This is a general discussion forum for the following learning topic:
Assessment Alternatives for Instructors --> Introduction to Learning Disabilities
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I have not heard of the term 'authentic' assessments, nor did I realize the difference of this type of assessment.
Authentic assessments is a new term that I was unaware of. The module explains how authentic assessments are those that provide students with opportunities to apply what they learned to real-world situations. It is different from a multiple choice assessments; examples include simulation, case studies, clinical assignments, and active learning strategies such as having students make and present a pamphlet for a Community Health class.
I think we use traditional assessments in the classroom and authentic assessments in lab, clinical, and SIM. We have to know our students have an understanding of disease process and consequence, and appropriate nursing actions but we also need to know that they can perform the skills necessary to practice safely. It's important to have both types of assessments because nursing is knowledge and competency based.
I think formative assessment is especially important in helping students learn. This is how they know what areas to improve in. It helps them be successful in their summative assessment at the end of the course.
I believe that both traditional and authentic assessments are very important. The traditional assessment is great in the classroom, and the authentic may work best in nursing education areas such as simulation and clinical sites. When the student is able to link theory to practice, and demonstrate appropriate skills in the clinical or simulation environment, that student has achieved educational goals.
Comment on Barbara Islas's post: Wow Barb, you really summed up the assessment process well. It was good to read your take on what we have learned so far in this module. Thanks for your post
There are formative and summative assessments. The formative assessments are given frequently and are not high stakes. The summative assessments usually occur after a module, midterm or final.
In addition, there are traditional and authentic assessments. The traditional assessments are reliable but does not evaluate the skills of the students. The traditional assessments are in written form. An example of this type of assessment would be the SAT college entrance exam. For the nursing realm, HESI is an example of a traditional assessment. The authentic assessment is less formal and can include hands-on learning. The authentic assessment can take a lot more time and expense to put together and administer. However, it can help the student to link skill with knowledge. An example of this type of assessment might include a group activity to help students link the sexually transmitted disease with the signs/symptoms and treatment for the sexually transmitted disease. Our team instituted this through a "dating game" and included plush toys for each STI.
It's interesting that while going through the lessons, I often find that I am actually doping some of the things already without knowing it or what is called. I use formative assessments often during the lecture by asking them questions about what we have talked about. I need to do better by selecting students to answer rather than asking the group. We have a pre-test and a post-test (summative). I also have authentic assessments in that there are a few written projects they must complete such as a resume, cover letter, thank you letter, needs vs. wants assessment and a personal monthly budget.
Authentic assessment can be hard to create but they give the instructure a more complete understanding of the students knowledge and understanding of a concept and ability to complete a task.
Very helpful to have a clearer understanding of objectives vs outcomes and traditional vs authentic assessment.
Assessments are a requirement. during the ongoing teaching process that I will use to see if the student is able to apply the knowledge in class instruction.
When designing competency-based assessments, it's important to begin with the desired outcome and work backward to determine how to get the students there and to assess their success in achieving mastery.
This module highlighted the use of assessment and its value. I enjoyed the breakdown of traditional assessment vs authentic assessment. My biggest takeaway was that with traditional assessment, the curriculum drives the assessment, and with authentic assessment, the assessment drives the curriculum. The backward design model fits my class assessments well "as it focuses on the student's ability to perform the tasks and display the skills and knowledge required on the job."
An assessment is a process that both the student and the instructor can use. It is used to track the student's progress in addition to accountability and improvement.
I believe that you should use both assessment types in there proper places. I am a welding instructor who would use traditional in the theory class and authentic in the welding lab.
Assessments may be formative or summative and may consist of traditional quizzes and tests, or of lab projects, case studies, written papers, or constructive projects. Good assessments are based on the course outcomes and use authentic methods to effectively assess what is being taught.
understanding the differences, benefits and challenges with different types of assessments and how to monitor student progress with what was learned.