The renew approach focuses on re-designing assessments completely and finding new ways to assess the learning outcomes using a variety of methodological approaches. Within this stage, it’s important to think about the learning outcomes being assessed and, depending on the route you take, may even lead to a change or adaptation of learning outcomes.
When designing, it can be useful to think of the wider opportunities available and different strategic approaches to assessment design. This includes, but is not limited to, authentic assessments, AI support, and multi-modal approaches.
JISC have also generated some ideas around different ways to innovate using AI for assessment design. Their ideas can be seen here and are broken down by ideas for different assessment types and the authenticity and staff demand that it relies upon. When using these ideas, it’s important to think about the University of Lincoln approach and the rules, regulations, and policies that have been created to support assessment design.
Jisc | Assessment ideas for and AI Enabled World | Web
If you would like further support with redesigning assessments utilising our ABC or ARC workshops (web), please contact digitaleducation@lincoln.ac.uk.
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Authentic assessment
Authentic assessment aims to replicate the tasks and performance standards typically bound in realism and found to have a positive impact on student learning, autonomy, motivation, self-regulation and metacognition.
Smith, M.F (2022) Initiating Conversations about the ‘Authentic’ Nature of
Assessment, Impact, 5 (3) 1-9. Available from: https://eprints.lincoln.ac.uk/id/eprint/50100/1/IMPact-Mark-Smith-2022-Final.pdf (web)
When redesigning an assessment, we aim as a University to make as many assessments authentic as possible. You should consider the skills and knowledge that are learned within the course and how this can be placed within assessment tasks to add a sense of authenticity and real-world application.
Multi-modal approaches
Approaching assessments with a potential variety of outputs is a useful way to test knowledge using skills and knowledge in multiple ways. Enabling students to choose pathways and submit using different approaches helps with universal design and building in inclusivity. With the wide access to AI tools that are now available, students have a wider array of content creation available to them.
This ability to create content via a range of multimedia offers students the opportunity to be more engaged with content by focusing on an area which uses and highlights their strengths and interests. Multimedia can can consist of formats such as:
- Images
- Videos
- Multimedia presentations
- Recorded audio
When creating multi-modal approaches, it’s important to consider the way in which these elements will be submitted and marked within University guidelines. This includes thinking about the marking rubric and making it clear to the students upfront what you will be looking for within their submissions.
Portfolio approaches
Portfolios offer multiple opportunities for students to create a series of artefacts, using AI where needed, which can then be analysed and critiqued. When separating up assessments into multiple stages, it can help to add reflection points with each artefact to summarise the use of AI, the impact this had on their thoughts, and provide suggestions for this idea could be developed. By adding reflection points throughout the journey, you can see the wider development of the students’ work as they curate their information and build upon it based on their own or others’ feedback.