ankey, M. 2022. Viewing assessment through different coloured glasses: Authentic, collaborative and active. inspirED 2022: Evidence-based practices for the new era of student-centered learning. Virtual Conference. 24-25 May.

1. CRICOS Provider No: 00300K (NT/VIC) 03286A (NSW) RTO Provider No: 0373 TEQSA Provider ID PRV12069
Viewing assessment through different coloured
glasses: Authentic, collaborative and active
Professor Michael Sankey, Education Strategy
Director, Learning Futures and Lead Education Architect
Education Strategy
President, Australasian Council on Open Distance and eLearning (ACODE)
michael_sankey

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3. Charles Darwin University acknowledges all
First Nations people across the lands on
which we live and work, and we pay our
respects to Elders both past and present.
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4. • The necessity for us to rethinking assessment in the light of current trends
• We’ve been slowly shifting the goal posts for a number of years now. But why?
• Academic integrity, cheating vs authentic assessment
• Preparing students for the world of work
• This shift has partly occurred due to the advent of new technologies
• Contemporary technologies have allowed us to re-invigorate different
assessment types more common to the past
• We will look at some things that were old but are now new again
I’m going to cover
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Original source unknown. Accessed from: https://smartstudios.io/blog/covid-19-is-not-a-time-to-reinvent-the-wheel/

6. • I am a visual arts teacher, I went to arts college and did well, so well that
I initially became a sessional lecturer, then a lecturer.
• Typically, I teach the way I was taught and most of my students seem to be
doing OK. I typically use a mastery model (stand and deliver) for my
teaching approach in the studio.
• I’ve been asked to do more of my teaching online and I hear from others
that we need to be considering ‘constructive alignment’ (whatever that
means).
• If I want to apply to be a Senior Lecturer at some point, I really need to be
conscious and explicit about my teaching/pedagogical approach (whatever
that means), particularly as we move to more blended modes of delivery
Scenario
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7. • It is the interaction between teachers, students, and the learning
environment and the learning tasks in and around that environment.
• If we say, we’re using a pedagogical approach, we talk about
‘Constructivism’.
• In reality we use a much broader range of approaches, as the need arises.
• We have developed out of necessity a very eclectic approach to pedagogy.
• It’s like having my set of golf clubs. If the hole is 260m, I’ll start by using my
2 wood, then I’ll use my 6 iron to get to the green. I then get to use my
putter.
• The next hole is only 180m, so I’ll use a different combination of clubs.
• But I always get to use my putter (assessment).
What is Pedagogy
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10. So how do we
rate and what
do we have to
support
students and
staff?
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The Web Content Accessibility Guidelines (WCAG)

11. https://www.weforum.org/agenda/2021/11/artificial-intelligence-writing-universities-plagiarism
Advances in AI in L&T
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12. • Writing assistance
• For example, if a piece of writing was 49% written by AI, with the
remaining 51% written by a human, is this considered original work?
• Grammarly, etc. Other cloud-based writing tools with automatic text
generation, extraction, prediction, mining, form-filling, paraphrasing,
translation and transcription, etc.
• Knowledge banks: Help with revision identifying
gaps targeting pre-produced sets of materials
• Tailoring exam Q’s
• We need to be really really interested
in this space before it over runs us
Yes and No
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https://intelligence.weforum.org/topics/a1Gb0000000pTDREA2?tab=publications

14. • There are 1281 sites associated with academic
fraud and contract cheating blocked by CDU.
• 84% provided by TEQSA represent.
• Its one thing to say we need to change assessment
to be more authentic, but we need to be able to
back that up in a consistent way.
• That means $’s.
• Two steps: Teachers need a meta understanding
around how they are teaching, and
• Need assessment mentors to help them.
Cheating vs Authentic Assessment
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16. Unit 1
Effective teaching
Unit 2
Technology enhanced
learning
Unit 3
Curriculum design
Unit 4
SoTL
Set up Portfolio
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Quiz
10%
Blog post
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Quiz
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Essay
30%
Essay
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Essay
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Essay + Prez
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Report
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Prez
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Report
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Posts
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Essay
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Teaching Plan
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Essays and Quiz’s
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17. Instead, can we please
think about:
Human voice
Images
Collaboration
Peer-review
Poster/infographic
ePortfolio/reflection
Work Integrated Learning
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18. https://ro.uow.edu.au/jutlp/vol19/iss2/02/
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19. Create an online social media advertisement
on the topic you’re learning
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• Most students now use some form of social media platform
and are familiar with seeing ads being put in in front of
them.
• By students creating an image that speaks of a particular
topic they could post this into a safe institutional
collaboration tool like Microsoft Teams or Yammer, a closed
Facebook site, or an ePortfolio platform, where other
students can view it, ‘like’ it and comment on it.
• It could be put in Voice Thread with the students giving a
verbal explanation of why they have chosen to do this in a
particular way and what they were trying to convey.

20. • This can easily be done in OneNote or Padlet or even on a shared document
on Google.
• Students can do this in smaller groups or individually, at the same time or
over a set period.
• It is like pasting sticky notes on the wall in the classroom, but online.
• The key here is that there will be a synthesis of the ideas at some point,
again either done individually or by the group.
• This is then presented as the outcome of the brainstorming activity and
students can reflect on this.
Online brainstorming using sticky notes a/synchronous
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21. Padlet
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22. • This could be done synchronously or asynchronously. If live you would use
Zoom, Teams or Collaborate to have students present their ideas.
• If a recording is required, they could do this on their phones and post the
recording either into the LMS, Teams, or Steaming Media Platform.
• Voice Thread is also a good tools for this.
• The trick here is to ask other students to ask questions as though they are
the novice to try and tease out un-explored concepts.
• It a bit of a role play which adds an element of fun to this activity.
Ask students to do a description of a process, as though
presenting to a novice
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23. • Infographics are all the rage now and students are exposed to these in all
walks of life. The trick here is to get them to precis their ideas and to bring
them back to the core constructs.
• Again, this can be accompanied by a description, either in writing or as an
audio explanation. This could be simply created in PowerPoint or Word, or a
more sophisticated tool, but the tool is not the point, it’s about how they
represent their ideas.
• This can be posted onto a forum, put on Voice Thread, hosted in Teams, or
presented live in a Zoom or Teams meeting. They could prerecord the
explanation also and post this with the visual.
• This would also make for a good peer-review activity.
Create a chart, mind map, infographic, or diagram of a
concept
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https://instructionaldesign.com.au/infographics/

25. • Pen pals may not be the common now, but the point is, we are getting the
student to summarise their learning for the week as though they were explaining
this to an old friend.
• Alternatively, they could create a 5-10-minute audio explanation as though they
were explaining it on the phone.
• Initially, until they get the idea, this could be set us as a scaffolded scenario where
they are given some guidelines as to how much they should cover, or provide an
example so they can see what is required.
• Really there are many tools that could be used for this. It could be a blog or
journal page in an ePortfolio tool, written in word and posted as an assignment.
• But in this case, I would not make it a shared document with other students as
this could be seen as a bit threatening by some.
Write a letter or email to a friend about what you
learned this week
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26. • Asking student to act out, through something like a play (written), where
actors could be used to play out a scenario around a given topic being
studied. Think Snap Chat, or an Instagram Story (short and to the point).
• The art of creating a dialog from a concept gets them to see a topic from
different angles, putting on different shoes, as it were.
• A rhyming or acrostic poem may also get them to process information a wee
bit differently to what they normally do. Again, this could be done in an
ePortfolio tool as a blog or journal.
• If it is designed as a play, a group of students could even play this out in
Zoom or Teams. It could also be recorded separately and placed online.
Write a poem, play, or dialogue about the topic of the
week
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https://towardsdatascience.com/the-old-saying-two-heads-are-better-than-one-4c7d133e16a4
https://www.copperbottom.net/blog/2016/11/7/why-two-heads-are-better-than-one
https://www.teachwire.net/news/two-heads-are-better-than-one-why-teachers-should-talk-to-their-tas
• Two heads are better than one
• Education designers are a great source of inspiration
• Your peers also are a great resource
• Partnership pedagogy (students)
• Be open to new ideas

28. “We are now realising that what was conceived as being
good online learning is being challenged by some of the
newer more student-centred approaches to learning and
teaching. Not the least of these being due to the
technologies that have evolved to allow us to be way more
collaborative.” (p.22)
Sankey 2022
Final word
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https://ro.uow.edu.au/jutlp/vol19/iss2/02/
michael_sankey