Abstract
Authentic assessment plays a pivotal role in measuring students’ academic and non-academic outcomes. More importantly, well-designed authenticassessment tasks and associated rubrics can be seamlessly integrated intoteachers’ instructional and assessment practices to promote students’ interest and engagement. In the webinar, the presenter will begin with an introduction to the concept of authentic assessment and its meaningful connection to formative assessment and problem-based learning toenhance students’ learning in higher education institutions. It will then be followed by a discussion of the design principles for authentic assessment and the criteria for judging and determining the authentic intellectual quality of assessment tasks. Examples of authentic assessment tasks and rubrics from research and teaching will also be shared. At the end of the session, the presenter will provide recommendations for improving instructors’ assessment literacy, in particular authentic assessment task design and implementation. Audience members will then be invited toshare their perspectives.
| Date | 13 Nov 2024 (Wednesday) |
| Time | 10:00 a.m. – 11:00 a.m. |
| Venue | Online through Zoom (The Zoom link will be sent to you one day prior to the seminar.) |
| Speaker | Dr. Kim Koh Professor, Werklund School of Education, Specialization, Learning Sciences, The University of Calgary, Canada |
| Moderator | Dr. CHENG Kwok Shing Gary Executive Co-Director of Centre for Learning, Teaching and Technology (LTTC) and Associate Professor of Department of Mathematics & Information Technology (MIT) The Education University of Hong Kong |
| Language | English |
| Target | For staff |
Speaker Bio
Dr. Kim Koh
Professor,
Werklund School of Education, Specialization, Learning Sciences,
The University of Calgary,
Canada
Kim Koh (許金鳳), PhD, is a full professor in educational assessment and serves as the Chair of Educational Studies in the Learning Sciences at the Werklund School of Education, University of Calgary in Canada. She teaches undergraduate and graduate courses in assessment and research methodology. Additionally, she has supervised 12 doctoral students tosuccessful completion. Kim has conducted numerous workshops on authentic assessment task design and rubric development in Singapore, Canada, and the Philippines. Her research program in building preservice and inservice teachers’ capacity in the design of mathematics and integrated STEM authentic assessments to promote equitable learningopportunities for all students is funded by the Social Sciences and Humanities Research Council (SSHRC) of Canada and Alberta Education. Kim has successfully completed numerous SoTL projects which include improving preservice teachers’ assessment literacy through problem-based learning and understanding undergraduate students’ and instructors’ perceptions of and experiences with exemplars.
