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Training/Webinars/Workshops: Going beyond grades - evaluative thinking and approaches to humanise assessments

Training/Webinars/Workshops

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Going beyond grades - evaluative thinking and approaches to humanise assessments

 Watch Recording (PIN: HU4ZGS)

  • Tuesday 17 May 2022 12:00 noon — 1:30 p.m. HKT

 Registration

Presenters:

  • Tony Maguire, Regional Director, D2L Australia
  • Lis Conde (Ph.D.), Learning Designer, Victorian Academy of Teaching and Leadership
  • Mark Ricksen, Principal Product Manager, Assessment Services, Turnitin
  • Host: Chukwudi Ogoh, Senior Assessment Technologies Consultant, Turnitin

Outline:

  • As the landscape of teaching and learning evolves, a familiar question persists - which assessment practices and approaches will best support our cohort of learners and how do we make assessment work for learning?
  • This webcast brings together experts in the further education space and evaluates effective methods to develop competency-based and authentic assessments. We’ll look at strategies to go beyond grades and explore evaluative thinking in the design of formative assessments as a method and process of evidence collection.

The session will cover:

  • Exploring approaches to humanise assessments and use cases and trends in further education
  • Unpacking what makes for a robust assessment and what designing for authenticity entails
  • Approaches to design competency-based assessments that support evidence collection
  • Evaluative thinking in the design of Problem-based and project-based learning assessments to develop student skills and mindsets on given subject matter
  • Practice-based examples on how to foster the critical thinking skills of learners in the context of continuous evaluation of their own practice
  • Harnessing learning analytics and assessment data points to inform and support learning
  • Technology enabled formative assessment practices

Who should attend:

  • Educators and administrators in further education who are involved in the design and delivery of student assessment and seeking to strengthen their approach to competency-based and authentic teaching and learning practices.
VTC