Developing Learner Autonomy through Authentic AssessmentPossibilities, problems and potential

Assessment in Higher Education ConferenceUniversity of Cumbria8th July 2009Gill Davison, CETL, Northumbria University

Rationale for research

Definitions of Authenticity and Learner Autonomy

Theoretical framework

Research design and methodology

Research process

Preliminary findings

Content of presentation

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’.

Rationale – why research authentic assessment and learner autonomy?

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

What do we mean by authentic assessment?

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.

What is learner autonomy?

Theoretical framework

Theoretical framework

Relational theories of autonomy

Socio-constructivist views of knowledge

Situated views of learning

Gullikers theory of authenticity

Research Design and Methodology

Qualitative Research Design

Explanatory Multiple Critical

Case Study Approach

Cross case Interpretive

Analysis

Thematic coding Semi-structured

Responsive Interviews

Non-probability snowball Sample

Research Process

Pilot Interviews and Class Observations (Politics module)

February - May 2008

Performing Arts & History 1st Interviews

Class/Field ObservationsOctober 2008

Reduce the Data and Identify Themes (Iterative process). Develop questions for 2nd

Interviews.Class /Field Observations

November 2008

Performing Arts and History 2nd Interviews - informed by themes

from 1st Interviews.Class/Field Observations

December 2008

Reduce the Data from 2nd Interviews. Identify themes. Develop questions for next

InterviewsJanuary 2009

Geography and Politics 1st Interviews - informed by themes

from previous InterviewsClass /Field Observations

February 2009

Reduce the Data from 1st Interviews . Identify themes. Develop questions for final

InterviewsMarch 2009

Geography & Politics 2nd Interviews - informed by themes

from previous InterviewsClass/Field Observations

May 2009

Performing Arts 3rd Interviews (Community based). Informed by themes from previous interviews.

May 2009

Thematic Coding and Cross Case Interpretive analysis

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

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

Preliminary Findings

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

What next?

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

Thank you!