Specialists (overseas) in assessment will be engaged as External Consultants. To facilitate interaction and ideas exchange with them, “Advanced Study Institute” (ASI) sessions will be regularly organized. External Consultants and representatives from both universities (e.g., instructors of participating courses) will gather for valuable discussion on the project agenda, intensive hands-on workshops, consultation on assessment methods, and other topics in the area of assessment.
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 to successful 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 learning opportunities 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.
Authentic assessment plays a pivotal role in measuring students’ academic and non-academic outcomes. More importantly, well-designed authentic assessment tasks and associated rubrics can be seamlessly integrated into teachers’ 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 to enhance 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 to share their perspectives.
Mr Mike Hin Leung CHUI (Senior Lecturer, Department of Mathematics and Information Technology (MIT), The Education University of Hong Kong)
Ms Belinda ESTERHAMMER (Part-time Lecturer, Department of Management, Marketing and Information Systems (MMIS), Hong Kong Baptist University
CEO, The DO Asia)
Bringing Authentic Elements to 3D Project Design for Developing a STEAM Course (Mr Mike Hin Leung CHUI)
A reflection on the development of a course over the last three cohorts on 3D modelling, 3D printing and design. The assessment focused on the creation of a 3D product to address an authentic real-world problem. Using the electronic toolkits provided, such as micro:bit, micro:bit expansion board, servo motors, sensors and 3D printing, students have to create mini-projects with some basic mechanical operations. The initial development of the course was very elementary. With feedback from students in previous cohorts, further modifications have been made such as the use of artificial intelligence (AI) sensor to the project requirements, which aim to develop students' authenticity and design thinking in STEAM education.
Real Challenges, Real Assessment: Entrepreneurial Education for Authentic Learning (Ms Belinda ESTERHAMMER)
This talk delves into the application of authentic assessment in entrepreneurial education, emphasizing real-world challenges that enhance student engagement and learning outcomes.
Dr Jan MCARTHUR (Head of Department of Educational Research and Senior Lecturer in Education and Social Justice, Lancaster University, United Kingdom)
Abstract:Authentic assessment can mean many things to many people. It can be a deep commitment to a more just and purposeful form of assessment in these difficult times, or it can be an easy catch phrase – a buzzword – that gives the illusion of innovation, while actually changing very little. The popularity of authentic assessment as an idea is now colliding with our increased sense of uncertainty about the very nature of authenticity. With the rise of generative AI we have been challenged to reconsider – again – why we assess and what counts as legitimate knowledge and legitimate curation, use and engagement with knowledge.
In this session, I outline some theoretical foundations for the concept of authentic assessment, and argue that getting these foundations in place is essential if we are to meet the challenges of these increasingly strange, and quite possibly inauthentic, times. Such foundations rely on respect for the complex and contested knowledge at the heart of higher education, and respect for the importance of a socially-situated sense of achievement when we enable students to engage with this knowledge. While deeply challenging, such an approach can also be deeply rewarding and open up new understandings of assessment and student-staff relationships based on trust and joy, among many other things.
Far from being a naïve response to the challenges of our times, I will argue that approaching assessment in this way is deeply robust, meaningful and realistic – and moves us from the “jargon of authenticity” to the possibility of a lived reality.
Dr Lucia P.S. FUNG (Senior Lecturer, Department of Management, Marketing and Information Systems, HKBU)
Dr Manpreet SINGH (Lecturer I, Department of Mathematics and Information Technology, EdUHK)
Abstract:Human-Centric Business Ethics: Authentic Assessments for Solving Real-World Problems (Dr Lucia P.S. FUNG)
This presentation delves into the design of authentic assessments in business ethics education that calls for students to confront real-world ethical problems, encouraging the development of practical strategies that are informed by an awareness of human behaviors and considerations relevant to decision makers in business contexts.
The core of these assessments lies in tasks that simulate genuine ethical dilemmas, wherein students must navigate the intricacies of psychological impacts on human behavior and decision-making in actual practice. Additionally, students are expected to formulate action plans that anticipate the practical concerns of a business's leadership team, ensuring that strategies are actionable and sensitive to organizational realities.
Such authentic assessments serve a dual purpose: they provide students with the crucial skills needed to bridge the gap between theory and business practice, and they instill a robust, human-centric approach to problem-solving. The speaker will discuss her experiences and challenges on crafting assessments that prepare students to address the ethical challenges of the business world in a manner that is both morally sound and practically viable.
Exploring the Potential of Metaverse-enabled Immersive Learning Environments for Authentic Assessments in STEM Education (Dr Manpreet SINGH)
Step into the future of education with this talk on the transformative potential of metaverse-enabled immersive learning environments (MeILE) in revolutionizing assessments for STEM education. This captivating presentation highlights the benefits of immersive, gamified, and authentic assessments, providing students with engaging and self-directed learning experiences. Through interactive simulations and the integration of gamification elements, students are motivated to participate actively in the assessment process. Dr Singh will discuss how these immersive learning environments bridge the gap between theory and practice, nurturing critical thinking and problem-solving skills. Discover how metaverse technologies reshape assessments, offering immersive and authentic learning experiences that foster experiential learning. Join us in exploring this promising future of dynamic assessments in STEM education.
Dr Thomas LEE (Associate Head (Academic) and Associate Professor, Department of Biomedical Engineering, The Hong Kong Polytechnic University)
Abstract:
Oral presentation is one of the most widely used methods in assessing student learning outcomes of content comprehension and communication skills. Nevertheless, both students and teachers face challenges in optimizing the benefits of such learning activity. From students' perspective, they only receive a letter grade or numerical score but no feedback from the audience (teacher and classmates). From teachers' perspective, students keep making the same mistakes throughout their course of study. Besides, students' engagement in classmates' presentations is problematic. To address these issues, our team developed “Gongyeh 講嘢”—a peer feedback system for oral presentation. Gongyeh has 4 key features: (1) the teacher simply uses a mobile device for video recording, and the audience uses their own mobile devices to provide real-time feedback; (2) the feedback given by the audience is time-synchronized with the recorded video, which are available only to the presenter and teacher; (3) the feedback is anonymous to the presenter as each audience is represented by a unique emoji, but the real identity is known to the teacher; (4) students give peer assessment marks according to rubrics preset by the teacher, so students have a better understanding of how their presentations are being graded. Apart from face-to-face presentation, Gongyeh allows asynchronous feedback with pre-recorded video.
Dr Vincent HUANG (Research Assistant Professor, Department of Interactive Media (IMD), HKBU)
Dr Hong FU (Assistant Professor, Department of Mathematics and Information Technology (MIT), EdUHK)
Abstract:
Studying Real-Life Issues with a Voice: Student Creative Podcasting in a Theory Course (Dr Vincent HUANG)
This presentation will share an academic-industry collaboration on creative podcasting as a major assignment for a theory-based course on communication and technology. It will provide a suggested workflow to achieve authentic assessment and learning, based on the presenter's three-year experience in instructing podcast production both inside and outside the classroom. It will also highlight the transformational potential of podcasting in traditional lectures, its role in enhancing constructivist learning, and its positive impact on the relationship between learners and teachers.
An Approach for Multimodal Information Fusion in Addressing College Students' Writing Difficulties: Towards an Intelligent Intervention System (Dr Hong FU)
The utilization of learning environments that employ multimodal information processing techniques has proven effective in facilitating intelligent learning. Extensive research has revealed a close association between college students' writing quality, personality, and academic performance. However, the glaring lack of effective intervention methods for college students with writing difficulties necessitates further exploration to improve this critical element of academic development. This project aims to establish a new multimodal intelligent learning environment that facilitates intervention training for college students facing writing difficulties by leveraging advanced computer vision technology. The proposed system will not only focus on recognizing and integrating multimodal signals such as body posture, attention, and pen pressure but also incorporate authentic assessment methods to assess students' performance. These assessment methods may include case studies, student self-assessment, and peer assessment. Through the creation of specialized interventions tailored specifically for students confronted with writing difficulties, writing activities will be adjusted to accommodate individual learners' behavior, cognition, and psychological states, thereby addressing their unique needs and adopting a learner-centered approach. By creating a rational intelligent adjustment model and establishing an effective intervention mechanism, this project will introduce a new multimodal intelligent learning approach for college students struggling with writing difficulties. The successful implementation of this project has significant implications for interdisciplinary research in cognitive science, computer science, and artificial intelligence, as it seeks to blend multimodal information fusion with authentic assessment practices to provide comprehensive support for students' writing development.
Professor Maiga CHANG (Full Professor, School of Computing and Information Systems, Athabasca University, Canada)
Professor Sally BROWN (Independent Consultant in Learning, Teaching and Assessment and Emerita Professor at Leeds Beckett University)
Professor Kay SAMBELL (Independent consultant and Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria)
Dr CHOW Chi Ching Gary (Assistant Professor and Associate Head of Department (Learning and Teaching), Department of Health and Physical Education (HPE), EDUHK)
Dr Vivienne S. Y. LEUNG (Senior Lecturer and Programme Director of Advertising and Branding Concentration, Department of Communication Studies, HKBU)
Abstract:
Transforming Authentic Assessment in Physical Education Teacher Training: Empowering Students through Speech-to-Text Technology (Dr CHOW Chi Ching Gary)
This sharing highlights a transformative journey led by Dr Gary Chow, wherein the integration of AI technology, specifically speech-to-text, revolutionized Authentic assessment, micro-teaching, and empowered students in their learning and teaching practices. Dr Chow's involvement in the CRAC project "Promoting AI Literacy and Effective Use of AI in Education" in 2020 served as the catalyst for this innovative endeavor. As an educator in PE training, Dr Chow harnessed the power of speech-to-text technology to facilitate micro-teaching sessions, enabling students to gain a heightened awareness of their language usage and its impact on instruction and feedback skills. Building on this initial success, further investigations in 2021 explored language differences between in-service and pre-service PE teachers, providing valuable insights for subsequent technology integration in 2023/24. The user-friendly nature of speech-to-text technology empowered students to visualize and refine their language use, transforming the organization of the course and offering tangible evidence for authentic assessment. This pioneering approach not only fosters a deeper understanding of authentic learning but also highlights the need for continued integration of technology in daily practice, particularly for the purpose of authentic assessment in teaching and learning contexts.
Maximizing Learning Outcomes in Campaign Planning Through Authentic Assessment (Dr Vivienne S. Y. LEUNG)
This presentation explores how authentic assessment enhances teaching and learning in a campaign planning course. Authentic assessment maximises student learning outcomes by bridging theory and practice, fostering critical thinking, and promoting community engagement. Practical strategies and examples will be shared to inspire educators to implement authentic assessment in their courses.
Professor YAN Zi (Professor and Acting Head, Department of Curriculum and Instruction, EdUHK)
Ms KONG Tsz Kwan, Joyce (Lecturer II, Department of Management, Marketing and Information Systems, HKBU)
Abstract:
Tackling the Challenges of Assessment Reform: Maximizing Synergy between Assessment-for-Learning and Assessment-as-Learning (Professor YAN Zi)
The assessment reform with an emphasis on formative assessment has been promoted in Hong Kong for two decades. Despite these efforts, the application of formative assessment in classrooms remains insufficient. One significant reason for this inadequacy is the neglect of the synergy between teacher-directed formative assessment (Assessment-for-learning) and student-initiated formative assessment (Assessment-as-learning). This presentation aims to underscore the significance of students' responsibility and agency in the assessment process. It also showcases a series of research studies that explore the potential synergy between assessment-for-learning and assessment-as-learning. By delving into both theoretical and empirical topics, this research aims to contribute to the educational reform agenda and offer a unique perspective to the field of educational assessment by establishing a comprehensive framework for researching and practising assessment across diverse contexts.
Amplifying Student Learning through Peer Feedback (Ms KONG Tsz Kwan, Joyce)
This presentation will explore strategies and practical tips for seamlessly incorporating peer feedback into the students’ learning process to enhance their learning. Unlocking the potential of peer feedback, the presentation will share the benefits of peer feedback, discuss the best practices for structuring peer feedback activities, and discover practical techniques for promoting and implementing peer feedback and empowering students to take ownership of their learning through peer feedback.
Dr Benjamin Yuet Man LI (Lecturer, Department of Social Science, EdUHK)
Dr George LAM (Associate Professor, Academy of Music, HKBU)
Dr Edd PITT (University of Kent, UK)
Abstract:
Formative self and peer assessment can generate immediate feedback for students. Such feedback can usefully help students to become self-directed learners.
Combining these feedback opportunities with authentic tasks, that simulate real-world practices can enhance students' intrinsic motivation to learn new skills and better prepare them for future careers. In this session, two instructors from EdUHK and HKBU will share their experiences and best practices in designing and implementing authentic assessments which promote self- and peer-assessment and rich feedback generation. The session will draw specifically upon examples from a foundational music theory course and a capstone course in teacher education.
Following the presenters sharing their experiences, they will engage in a discursive dialogue with our facilitator to explore the potential for increased peer involvement in assessment and feedback in other disciplines within Higher Education.
Dr Edd PITT (University of Kent, UK)
Abstract:
How we design assessments and opportunities for feedback enactment are critical aspects of teaching practice. We know that assessment design offers a key point of leverage for enhancing education, as many students strategically focus on it. The challenge is how we create motivating, stimulating and challenging assessments which offer integrated and meaningful feedback. Feedback can be one of the most powerful ways of enhancing students’ learning if students are given opportunities to seek out or use all available sources of feedback to improve. Designing opportunities into curricula for students to receive, interpret, and act on feedback can act as a bridge between the assessments students are completing and the teaching environment. With increasing workload pressures and conflicting agendas what if academics do not always have to be the source of this feedback or the ones making assessment judgements? In this keynote I will explore how peers can be active sources of feedback generation alongside making assessment judgments aligned to student performance and how this all can be usefully enabled by recent advancements in technology.
Keynote Speakers:
Professor Pierre Dillenbourg
(Associate Vice President for Education, École polytechnique fédérale de Lausanne (EPFL), Switzerland)
Professor Gautam Biswas
(Cornelius Vanderbilt Professor of Engineering, Professor of Computer Science, Professor of Computer Engineering, The Vanderbilt University, USA)
Early-bird Registration Deadline: 17 March 2023
Dr Cecilia Chan (Associate Director/Associate Professor, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong)
Emeritus Professor Janice ORRELL (Flinders University, Australia)
Dr Edd PITT (University of Kent, UK)
Professor Mark SHUTTLEWORTH
(Associate Head & Professor, Department of Translation, Interpreting and Intercultural Studies, HKBU)
Dr FONG Wai Tsz, Ricci
(Assistant Professor of Teaching, Department of Curriculum and Instruction, EdUHK)
Ms FONG Yuen Shan, Michelle
(Assistant Lecturer, Language Centre, HKBU)
Dr LAU Chaak Ming
(Assistant Professor, Department of Linguistics and Modern Language Studies, EdUHK)
Professor Phillip DAWSON
(Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University, Australia)
Workshop 1: Cheating in a digital world: what educators need to know?
1 Nov 2021 (Mon), 2:30 p.m. - 4:00 p.m.
Workshop 2: Designing authentic assessment to support academic integrity and reduce cheating
29 Nov 2021 (Mon), 2:30 p.m. - 4:00 p.m.
Workshop 3: Designing authentic feedback to support learners to engage in disciplinary feedback practices
17 Jan 2022 (Mon), 2:30 p.m. - 4:00 p.m.
Professor Sally BROWN
(Emerita Professor of Higher Education Diversity in Teaching and Learning at Leeds Beckett University, UK)
(Visiting Professor at Edge Hill University, UK)
Professor Phillip DAWSON
(Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University, Australia)
Professor Kay SAMBELL
(Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria, UK)
Dr Ricky LAM (Department of Education Studies, HKBU)
Dr Kevin Wai Ho YUNG (Department of Curriculum and Instruction, EdUHK)
Dr Kimmy CHENG, SFHEA (Department of Communication Studies, HKBU)
Dr Lucia FUNG (Department of Management, HKBU)
Dr Sophia LAM (Department of Chinese Language Studies, EdUHK)
Miss Kammy LAU (Department of Psychology, EdUHK)
Professor Kara CHAN, SFHEA (Department of Communication Studies, HKBU)
Dr Angus YOUNG, FHEA (Department of Accountancy and Law, HKBU)
Mr Andy CHO (Department of Psychology, EdUHK)
Ms Jessica LEE (Department of English Language Studies, EdUHK)
17 Aug 2020 (Mon), 3:00 p.m. – 4:15 p.m.
Mr Peter BENZ (AVA)
Dr Kimmy CHENG (COMS)
18 Aug 2020 (Tue), 10:00 a.m. – 11:15 a.m.
Dr Ricky LAM (EDUC)
Prof Mark SHUTTLEWORTH (TIIS)
18 Aug 2020 (Tue), 4:00 p.m. – 5:15 p.m.
Dr Lucia FUNG (MGNT)
Dr Kristen LI (COMP)
19 Aug 2020 (Wed), 10:00 a.m. – 11:15 a.m.
Mr Chun Hoi CHEUNG (SCM)
Dr Chris P Y KU (SCM)
Mr Shane SY SIU (SCM)