Integrating Authentic Assessment Into a Problem-Based Learning Course: Instructors' Perspectives and Implementation

• In Event: Problem-Based Learning in the Classroom

Abstract

This paper reports on a self-study of instructors’ perspectives on and implementation of authentic assessment in an assessment course, which was designed using problem-based learning to develop teacher candidates’ assessment literacy in a teacher preparation program. A cohort of instructors who taught multiple sections of the course were involved in a self-study, which enabled them to engage in ongoing, reflective inquiries into their interpretations and implementations of the learning tasks, which were designed based on the principles of authentic assessment. Data sources include instructors’ reflections, a thematic frequency table, professional conversations, and meeting minutes. Implications of the findings on the review and design of future learning tasks in the assessment course and on faculty development will be discussed.

Authors

• Kim H. Koh, University of Calgary

• Nadia Delanoy, University of Calgary