Developing Learner Autonomy through Authentic Assessment Possibilities, problems and potential

1. Developing Learner Autonomy through Authentic AssessmentPossibilities, problems and potential Assessment in Higher Education Conference University of Cumbria 8th July 2009 Gill Davison, CETL, Northumbria University

2. Content of presentation • Rationale for research • Definitions of Authenticity and Learner Autonomy • Theoretical framework • Research design and methodology • Research process • Preliminary findings

3. Rationale – why research authentic assessment and learner autonomy? • Development of Assessment for Learning (Black and William (1998) • Leitch Review of Skills (2006) – National agenda to raise the standards of learning • Higher Education Funding Council objectives (2007) – the development of ‘Lifelong Learners’ • Subject Review (QAA) identified improvement in assessment as: ‘The single intervention by universities and colleges that would improve the quality of the student experience’.

4. What do we mean by authentic assessment? • Authenticity is a contested subject - dependent on context, cultural norms and values. Can be viewed as subjective and a relative term (Gulikers, 2006) • Authenticity became popular in learning theories such as situated learning, experiential learning and cognitive apprenticeship (Brown, Collins & Duguid, 1989). Focuses on learning in meaningful contexts • Common denominator is learning undertaken to acquire and apply knowledge, skills and feelings in an immediate and relevant setting

5. What is learner autonomy? • Long history in philosophy of education and pedagogy • Many misconceptions about the term – has been confused with ‘distance learning’ ‘independent study’ and ‘self-directed study’ • Core meaning is ‘self-government’ (Mele, 1995), further definitions include: ‘master of oneself’ (Boud, 1988), ‘a mind of one’s own’ (Ecclestone, 2002). • Pedagogical interpretations include: personal, procedural, rational, critical, subject and relational.

6. Theoretical framework

7. Research Design and Methodology

8. Research Process

9. Preliminary Findings • Authentic tasks have acted as an initial ‘hook’ which have ‘intrigued’ and engaged learners • Authentic tasks can ‘upset’ expected power/role relationships and develop learner interest • Learners became increasingly engaged as they found the task meaningful and relevant • Negotiation of assessment criteria, transparency of process, clarity of expectation and formative feedback have maintained and increased learner engagement

10. Preliminary Findings • Assessment tasks which explicitly required learners to provide evidence of their reflection during the module helped to promote deep learning and autonomy • Different types/levels of autonomy were developed at different stages of the task • Resistance to the task was experienced by some learners – resulting in different levels of progress and engagement

11. What next? • Further development of themes and concepts • Thematic coding • Cross case Interpretive analysis • Identification of factors within authentic assessment tasks which may help promote autonomous learning

12. Thank you! • Thank you for attending this session. As this research is work in progress, I would appreciate any feedback you have on any stage of the research and any of the theoretical concepts outlined today. • My e-mail address is: • gillian2.davison@northumbria.ac.uk • Or please come and visit! • Centre for Excellence in Teaching and Learning, Northumbria University, Newcastle upon Tyne