9:00am Session







Keynote

55mins

Authentic assessment may be desirable, but is it enough?

Keynote Presenter: Professor David Boud

Authentic assessment has been developed to address some of the many problems of university assessment: making assessment more relevant to course learning outcomes, motivating and engaging students, and giving students a taste of what they might be doing once they graduate.

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10:00am Sessions







Showcase

25mins

Feedback – “I would like to know what I have done well”

Showcase Presenter: Denise Atkins

Authentic assessment encourages students to be more engaged in their learning, especially when supported by constructive feedback. Hattie and Clarke suggest that feedback is arguably the most critical and powerful aspect of teaching and learning. By providing an opportunity for the co-construction of marking criteria between students and teachers, students gain ownership over their learning and clearly understand assessment expectations.

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Showcase

25mins

Authentic Team Assessments: Learning about Learning

Showcase Presenter: Carolyn Ward

The AUT Business School Strategy (2016 – 2020) has a strategic priority to equip graduates to thrive in uncertain futures. Through authentic practice-based learning we aim to mirror complex work environments.

A core feature of authentic assessment is the need to facilitate student learning in a group or team context, as team working is a common workplace practice. To align teaching and learning to the Business School’s strategic goals, changes were made to the training and development paper (renamed learning and development) as part of the 2017- 2018 review.

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Showcase

25mins

Authentic Achievement Through Interdisciplinary Teamwork

Showcase Presenters: Meenal Rai & Aaron Evans

Health and Environment is a required level 5 paper for all new non-clinical health students. The paper’s main assessment, a semester-long team project, encourages students to form connections and think critically about human health and the various environments influencing it. We propose that the team project is a form of authentic assessment and learning.

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Showcase

25mins

Modelling Leadership

Showcase Presenters: Steve Cox & Lexie Matheson

Within their teaching and curriculum design, Steve and Lexie place emphasis on exposing their students to better ways of thinking and learning and support this with an understanding of Kaizen; the concept of ‘continuous change’.

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11:00am Sessions







Workshop

55mins

Real world learning for real world practice

Workshop Presenter: Emma Rawson

In te ao Māori, the concept of ako means both to teach and to learn. It recognises the knowledge that both teachers and learners bring to learning interactions, and it acknowledges the way that new knowledge and understandings can grow out of shared learning experiences. This powerful concept has been supported by educational research showing that when teachers facilitate reciprocal teaching and learning roles in their classrooms, students’ achievement improves.

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Showcase

25mins

Authentic Assessment deserves Authentic Feedback

Showcase Presenter : Rouxelle de Villiers

Feedback is generally regarded as a crucial and powerful instructional technique to improve knowledge and skills within a vast range of development interventions – both in educational and in organizational learning, development and coaching situations. Within the substantial body of feedback intervention research, results on the efficacy of feedback vary dramatically, ranging from negative to neutral to positive.

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Showcase

25mins

Creative Futures: Living with Parkinson’s Disease – Experiential learning beyond the classroom

Showcase Presenter: Helen Gaeta

A growing body of research evidence shows better health outcomes occur when health care is client-centred within an interprofessional framework. Health students who adopt this health care model are likely to be sought after in the health workforce, as the future drivers of better health care practice.

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Workshop

55mins

Weighing a butterfly: How can we authentically assess progress in proficiency in English as a second language?

Workshop Presenter: Peter Ward

English for speakers of other languages is different from other subjects and in many ways, the medium is the message. When assessing English language proficiency, we are interested not so much in what learners are saying but in how they are saying it. Consequently, all assessment is authentic.

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11:30am Sessions







Showcase

25mins

Authentic Conversations for Authentic Assessments

Showcase Presenter: Smita Singh

Smita’s journey to designing authentic assessments was born out of a restlessness that she experienced both in and out of the classroom environment. By voicing her concerns and engaging in authentic conversations with colleagues, Smita was able to acknowledge her own involvement in the problem she wanted to solve and generate change. Smita’s emotive response caused her to shift both the delivery of her content and design of assessments.

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Showcase

25mins

Enhancing my practice … Yeah right! An evaluation of authentic assessment design vs experience in the Postgraduate Certificate in Higher Education

Showcase Presenter: Lyn Lewis

Student participants in the School of Education Postgraduate Certificate in Higher Education engage in ‘authentic’ assessments to enhance their practice as research-informed teachers and their research as practitioner researchers.

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12:00pm Sessions







Showcase

25mins

Can assessment be authentic if you ‘don’t believe in learning outcomes’?

Showcase Presenter: Susan Shaw

For many years the AUT commitment to ‘standards-based’ assessment distinguished it among higher education institutions. Our vision was that quality learning outcomes, learning opportunities and assessment events would be aligned to provide relevant and meaningful learning experiences and continually refined through a reflexive design process.

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Showcase

25mins

Board Games as Authentic Assessments: Keep Learner Fears in Perspective

Showcase Presenter: Patsi Davies

Authentic assessment is ‘a form of assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills’. Board games are one such form of assessment.

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Showcase

25mins

Students Engaging in Authentic Interprofessional Learning and Assessment Opportunities Using The Values Exchange (Vx), a Socratic, web-based Learning Community

Showcase Presenters: Amanda B. Lees & Mandy Shaver

Using the Values Exchange (Vx), a Socratic web-based learning community, students in HEAL708 Professional Practice and Ethics are offered authentic interprofessional learning and assessment opportunities. Using a range of philosophical frameworks and a social media type interface, students explore the ethical complexity of present and future healthcare practice, enabling deep thinking and with shared access to the responses of others, unique ways of learning with and from others.

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Showcase

25mins

Immersive Journalism: Playing with Virtual Reality

Showcase Presenter: Helen Sissons

In the last few years some of the most respected names in journalism, including the BBC, the New York Times and the ABC, have been experimenting with immersive technologies such as 360-degree video and, more recently, virtual reality. Such technologies allow for intimacy and immediacy never before seen in news and open up new possibilities for news storytelling.

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1:30pm Sessions







Workshop

55mins

Initiate. Collaborate: the best project kick off you’ve ever had!

Workshop Presenter: Steve Reay

Collaboration across academic disciplines and practices draw on disparate paradigms relating to how knowledge is created and disseminated. Whilst the value of bringing different disciplines together is increasingly becoming more vital to solving the complex challenges that face society and the world, the reality is that this can be fraught with complexity.

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Workshop

55mins

“It’s not all about me” – Authentic assessment for teamwork skills and attributes: A work in progress

Workshop Presenters: Kay Hammond, Jane Morgan & Helen Gaeta

Higher education institutions commonly prepare future healthcare workers to engage in increasingly complex, healthcare environments through interprofessional education (IPE). A vital component of successfully providing quality healthcare is for workers from several health care disciplines to work collaboratively in teams. Knowing how students learning of teamwork capabilities progresses is important for designing appropriate learning and assessment experiences.

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Showcase

25mins

Agile learning and teaching driven by authentic assessments

Showcase Presenter: Jim Buchan

Software development is by its nature a complex, practice-oriented subject where learning the requisite skills and knowledge for industry success involves doing software development and reflection on outcomes. A good software developer needs technical abilities, aptitude to collaborate with others and cognitive skills that are specific to the context of a work environment. The learning and evaluation of progress is driven by an authentic assessment programme that involves the iterative incremental development of a real product.

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Showcase

25mins

CONEST: An Implementation of Authentic Assessment through Capstone Projects and Internships in the Computing Degree

Showcase Presenter: Maria Elena Villapol

Central University of Venezuela (UCV) is the largest public University in Venezuela yet is constrained by limited financial resources, most of which are used to pay for staff salaries. In 2006, a group of academic staff wrote a proposal to automate the AAM processes in the School of Computing. The plan involved final-year Computing students constructing the new system through their capstone projects, to overcome constraints and meet and respond to an organisation need. In 2006, a group of academic staff wrote a proposal to automate the AAM processes in the School of Computing. The plan involved final-year Computing students constructing the new system through their capstone projects, to overcome constraints and meet and respond to an organisation need.

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2:00pm Sessions







Showcase

25mins

Authentic Assessment for ‘Ghostbusting’

Showcase Presenter: Lisa Maurice-Takerei

Ghostwriting was first defined in the mid 2000s by Clarke and Lancaster as students actively seeks another person to undertake an assessment task for them. In response to the suggestion that academics are at the front line in terms of the detection and deterrence of ghostwriting, we propose authentic assessment design as a response to this phenomenon.

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Showcase

25mins

Assessments for Learning: A space for reflection and imagination

Showcase Presenter: Terry Weblemoe

A challenge for any curriculum is authenticity regarding the requirements students will face in their, often unwitnessed, future practice. A client-centred approach requires critical imagination and empathy. Without reflection into realities of complex lived experiences, a practitioner’s ability to engage with future clients, with understanding and compassion, is unlikely. Our assignment asks first-year students to reflect on a significant communications event (personal or case study), its context and impact.

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2:30pm Sessions







Showcase

25mins

He Hokinga ki te Mauri: Strengthening teaching te Tiriti o Waitangi

Showcase Presenter: Heather Came

Universities have a responsibility to prepare graduates to work with te Tiriti so their practice can align with professional and ethical standards. Despite the strategic importance of the kaupapa and the Waitangi Tribunal, recent WAI 2575 findings reveal that our health system has failed to address health inequities; literature on teaching te Tiriti remains sparse. We suggest that addressing this gap by applying Tiriti-based assessment processes is an important step to ensure our staff and students engage te Tiriti learning and application in meaningful ways.

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Showcase

25mins

Undergraduate student engagement in an anatomy and physiology course during an interprofessional health education ‘common semester’

Showcase Presenter: Stephen Brown

Courses with authentic content and assessment may increase student engagement, however, this is problematic when students in multiple disciplines are taught together. A course without discipline-specific authenticity may contribute to student disengagement.

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Showcase

25mins

Assessing dispositional qualities for interprofessional collaborative health-care practice

Showcase Presenters: Todd Stretton with Brenda Flood, Jane Morgan & Angela Brenton-Rule

Core attributes for safe, efficient and effective clinical practice include a working knowledge of roles and interaction with, from and about other professionals that are developed through interprofessional learning (IPL). Interprofessional learning is best experienced though authentic, situated learning where students from a number of health care professions work together. In this way, they develop a common language, interprofessional reasoning, and expand their health lens to prioritise patient-centred health care.  

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Showcase

25mins

Educational Assessment in New Zealand: The Intersections of Three Perspectives

Showcase Presenters: Roohollah Kalatehjari & Samira Kakh

Traditionally assessments are designed to determine whether and to what extent students are learning. Such information plays several roles, it gives feedback to students about their competence in their fields of studies, it informs course facilitators of the quality of teaching and learning, and also turns into data that policymakers can use to evaluate programmes and predict whether their prospective graduates will acquire the learning required to build the graduate profile. Assessment research has investigated and confirmed the importance of assessments, instruction, syllabus, curriculum, and graduate profile outcomes alignment.

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