Guidelines for Choosing Authentic Assessment Models in Dual-Mode Universities

CRITERIA FOR CHOOSING AA MODELS FOR DUAL-MODE UNIVERSITIES The Context of Authentic Assessment relevant for Choosing AA Models We have seen that AA aims at replicating tasks and performance standards typically found in the world of work and has been found to have positive impact on student learning, autonomy, motivation, self-regulation, and metacognition Despite these benefits, there are significant barriers to the introduction of authentic assessment (Villarroel & Bruna, et: al 2018) CA Okonkwo & GI Akper

GUIDING QUESTIONS FOR CHOOSING AUTHENTIC ASSESSMENTS (I) The following are guideline questions for choosing Authentic Assessment. 1.Does it measure what it says it measure? 2.Are the Standards clear? 3.Are the Criteria explicit? 4.Does it relate to local, state, or national goals? 5.Is the Scoring System based on identified Standards and Criteria? 6.Does the assessment show degrees of excellence? CA Okonkwo & GI Akper

GUIDELINES FOR CHOOSING AUTHENTIC ASSESSMENT MODELS FOR DUAL-MODE UNIVERSITIES (II) Pressures from various stakeholders and types of opportunities required in industries have led to strong interest in designing authentic curriculum, pedagogies, learning and assessment in Higher Education. Hence, criteria for choosing Authentic Assessment Models for Dual-Mode Universities in should be: Alignment between stated curriculum objectives, emphasizing the development of professional capacities and assessments tasks having relevance to those purported learning outcomes. Availability of technologies that would enable experiential learning and teaching in cost effective ways in professional and vocational fields of study. CA Okonkwo & GI Akper

GUIDELINES FOR CHOOSING AUTHENTIC ASSESSMENT MODELS FOR DUAL-MODE UNIVERSITIES III Satisfaction (industries, the professions) for universities to offer more relevant courses and enhanced including the development of generic or transferable practical skills. Satisfaction of Educators search for ways of making their courses more engaging to meet the needs, preferences, and circumstances of new generations of learners with more educational and life choices, and greater demands for their studies to be applied and useful. of the demands of external stakeholders graduate employability, CA Okonkwo & GI Akper

GUIDELINES FOR CHOOSING AUTHENTIC ASSESSMENT MODELS FOR DUAL-MODE UNIVERSITIES (IV) Fulfil the need for teaching and learning experiences to develop and skills on the one hand and supportive attitudes and values on the other hand to graduate informed, well- rounded, and productive workers and citizens. Satisfy Educators need to teach their courses more cost- effectively by using appropriately self-and peer- assessed strategies to share judgment making on the quality of student work amongst key parties. CA Okonkwo & GI Akper

GUIDELINES FOR CHOOSING AUTHENTIC ASSESSMENT MODELS FOR DUAL-MODE UNIVERSITIES (V) Satisfaction of ever-increasing and pressing bodies of knowledge (theories and practice) demand on the ways adults learn, and ways in which their learning can be best enabled in well-designed contemporary teaching and learning environments in higher education. A good assessment should be meaningful, manageable, and sustainable. Planning for assessment requires setting priorities. Carefully select those outcomes that your department is most interested in having students achieve. CA Okonkwo & GI Akper

AUTHENTIC ASSESSMENT MODELS FOR DUAL-MODE UNIVERSITIES (I) Authentic Assessment Models for Dual-Mode universities should be able to: 1. Help them design and modify programmes to better promote learning and students success. 2. Provide common definitions abilities that will enable the universities to act more coherently and effectively to promote students learning. 3. Be able to provide feedback, guidance, and mentoring to students to help them plan better programmes. 4. Provide improved feedback about students learning to support the academic staff in their work. and benchmarks for students and execute their educational CA Okonkwo & GI Akper

AUTHENTIC ASSESSMENT MODELS FOR DUAL-MODE UNIVERSITIES (II) Should be able to serving the following functions: a. Diagnostic tell what the students need to learn. b. Formative tell how well the students are doing as work progresses. c. Summative tell how well the students dis at the end of a unit or task. CA Okonkwo & GI Akper

AUTHENTIC ASSESSMENT MODELS FOR DUAL-MODE UNIVERSITIES (III) Should be able to Assess: a.Students learning characteristics b.Ability differences c.Learning styles d.Students motivational characteristics e.Interest f. Self efficacy g.Goal orientation. CA Okonkwo & GI Akper

THE CRITERIA FOR CHOOSING AUTHENTIC ASSESSMENT MODELS FOR DUAL-MODE UNIVERSITIES The criteria for choosing an Authentic Assessment method are that the Assessment Model should be: a.Reliable b.Valid c.Simple to operate, and not too costly d.Seen by students and society in general as beneficial. The chosen Authentic Assessment models are necessary because they should evaluate how students are learning the course materials and subject matters over time. CA Okonkwo & GI Akper

WAY FORWARD? THANK CA Okonkwo & GI Akper