Episode Details

The introduction of easily accessible large language models has reverberated through academic at all levels. For practitioners of alternative grading this has impacted in two major areas:

1. Are the assessments we are asking students to do providing legitimately valid evidence of learning? (Or do they reflect students utilizing an LLM or other outside resource such as Chegg or Brainly)
2. We are seeing student engagement levels drop precipitously in both higher education and PK-12.

In this episode, Sharona and Bosley explore some of the research about how to make assessments that engage learners in both developing and demonstrating learning of key skills as well as providing instructors with valid evidence of learning.

Links

Please note - any books linked here are likely Amazon Associates links. Clicking on them and purchasing through them helps support the show. Thanks for your support!

• Authentic Assessments: How to Assess Students in a Way That Actually Matters, podcast episode 103 of "It's Not Rocket Science"
• Assessing Student Learning - Northern Illinois University
• Course Based Assessment Handbook, Stassen Et. Al.
• Understanding by Design, Wiggins and McTighe
• Development of Authentic Assessments for the Middle School Classroom
• Performance Assessment Bank
• Mathematics Assessment Project
• Keeping Assessment in Social Studies Real

Research Literature

• Rethinking Authentic Assessment: Work, Well-being and Society, McArthur, Feb 2022
• From authentic assessment to authenticity in assessment: broadening perspectives, Ajjawi, Et. Al., Oct 2023
• Rethinking Student Assessment: Recognizing Authentic Evidence of Learning, January 2023

Resources

The Grading Conference - an annual, online conference exploring Alternative Grading in Higher Education & K-12.

Some great resources to educate yourself about Alternative Grading:

• The Grading for Growth Blog
• The Grading Conference

• Listen Now