Most teachers consider assessment for learning (formative) and assessment of learning (summative) a central feature of teaching and the curriculum because it helps students to focus on their learning. Assessment in impact-driven education should be designed to closely resemble the ill-defined challenges and contexts students will face as they seek to make a positive impact on society.
One of the most powerful means to foster students’ productive engagement with learning is by designing authentic assessments that provide value and meaning to students beyond merely the mark achieved. In authentic assessment within impact-driven education students are engaged in using and applying their skills and knowledge to address societal urgencies and to meaningfully reflect on their learning. Ongoing, continuous assessment should be used to improve and adjust the learning experience of students and should not only be used for grading. This document is designed to guide educators in utilizing assessment for learning effectively. For a practical example, look at the ‘Impact Space Minor’.
Why:
In impact-driven education, students learn to reflect upon their own (normative) position and personal and professional values in light of societal issues. They are facilitated and challenged to develop skills central to addressing societal issues effectively and are stimulated to develop approaches for handling the matter at hand. With academic knowledge, intended learning outcomes are written out and are easily recognizable, but with impact competencies there is a problem “which outcomes to measure and how to measure them”, because the outcomes can be varied and unpredictable. This makes it very hard to access, especially when educators are expected to provide constructive alignment and clear criteria and grade descriptors (Chan, 2022). Despite the challenges, educators must prioritize authentic assessment as a formative tool for nurturing students' progress and development as they address real-world societal urgencies, fostering meaningful reflection that deepens understanding, identifies areas for growth, and cultivates critical skills essential for effective engagement with real-world challenges.
How:
To develop the impact capacity of students, impact-driven education asks for modes of assessment (i.e., integrative and/or portfolio assessment) that gives students insight into their learning process, their mistakes, and the challenges in their development.
There are five principles of meaningful assessment which should be considered:
- Aligning the assessment with pedagogical beliefs and outcomes
- Aligning the assessment with the learning outcomes (see assessment plan)
- Providing powerful feedback (see feedback)
- Make use of authentic assessment
- Assessing with the right purpose in mind
An effective assessment plan is pivotal for ensuring meaningful learning experiences and fostering student growth. By adhering to the five foundational principles, educators can make sure that the assessment plan is both aligned and well-founded.
Guiding Questions:
Example:
Research Question on Sustainability: "How can the implementation of renewable energy sources in urban environments lead to long-term sustainability?"
1. How can you align your assessment with your pedagogical beliefs?
Reflect on your pedagogical beliefs and assumptions on learning: what do you mean by learning? Reflect on why you are assessing: wat is your purpose and intention behind the assessment?
"Aligning assessment with my pedagogical beliefs involves ensuring that assessment methods reflect the core principles of experiential learning and critical inquiry. I believe in fostering a learning environment where students are actively engaged in applying theoretical concepts to real-world problems. Therefore, assessments are designed to emphasize practical application and problem-solving skills, such as conducting research on sustainability issues and proposing actionable solutions."
"My pedagogical beliefs center around the notion that learning is a dynamic process of exploration, discovery, and reflection. I view learning as not merely the acquisition of facts or information but rather as a transformative journey that involves synthesizing new knowledge, challenging assumptions, and developing critical thinking skills. In my classroom, learning encompasses both cognitive understanding and practical application, allowing students to make meaningful connections between theory and practice."
"The purpose behind assessment in my courses is twofold: to evaluate students' mastery of environmental science concepts and to cultivate their ability to think critically and creatively about sustainability challenges. Assessments serve as opportunities for students to demonstrate their understanding through practical application, research, and analysis. By assessing students' ability to apply theoretical knowledge to real-world scenarios, I aim to prepare them for future endeavors in environmental science and sustainability leadership roles."
2. How is the assessment method aligned with the learning outcomes?
What knowledge, skills and competencies do you want students to demonstrate? How can the students provide insights into their development; what methods (e.g. portfolios, reflective journals, observations) align best with the nature of the learningactivity?
"The assessment method might involve a research project where students investigate sustainability challenges in their local community and propose evidence-based solutions. In this way, it is intricately aligned with the learning outcomes to ensure that students not only grasp theoretical concepts but also develop practical skills applicable to real-world scenarios.”
"In terms of knowledge, I want students to demonstrate a comprehensive understanding of environmental science concepts, including ecosystem dynamics, resource management, and climate change mitigation strategies. Beyond knowledge acquisition, the project also assesses students' ability to analyze data, evaluate evidence, and communicate findings effectively. Additionally, I aim to develop students' critical thinking skills, problem-solving abilities, and communication skills. By engaging in research projects and collaborative discussions, students gain practical experience in applying theoretical knowledge to address complex sustainability issues and proposing viable solutions."
"Students can provide insights into their development through various methods that align with the nature of the learning activity. For example, reflective journals complement this by encouraging students to reflect on their research process, identifying challenges encountered, strategies employed, and lessons learned. These journals provide a platform for students to critically evaluate their learning experiences, identify areas for improvement, and set goals for future growth. Additionally, peer observations and group discussions provide opportunities for students to receive feedback from their peers and gain new perspectives on their learning journey."
3. How should I assess the learning outcomes?
How will you craft the assessment criteria and rubrics? Is the approach practical and meaningful for students and does it allow for reflection?
"Crafting assessment criteria and rubrics becomes particularly challenging when outcomes are varied and unpredictable. In my environmental science course, where students engage in research projects addressing complex sustainability issues, outcomes may vary widely depending on the nature of the project and the specific context. To address this challenge, rubrics are designed with flexibility in mind, focusing on overarching competencies such as critical thinking, problem-solving, and communication skills rather than rigid performance criteria."
"The approach to rubric construction involves creating adaptable frameworks that can accommodate diverse outcomes and performance levels. Instead of predefined performance levels, rubrics may include descriptors that allow for interpretation and adjustment based on the unique characteristics of each project. This flexibility allows students to showcase their individual strengths and creativity while still meeting the overall assessment criteria."
"Despite the uncertainty inherent in measuring varied outcomes, the approach remains practical and meaningful for students. By focusing on core competencies and providing opportunities for self-assessment and reflection, students gain a deeper understanding of their strengths and areas for improvement. Moreover, the flexible nature of the rubrics encourages students to take ownership of their learning and adapt their approach based on feedback and evolving project requirements."
| Exemplary | Proficient | Developing | |
| Research Question | The research question is clear, focused, and demonstrates a deep understanding of the relationship between climate change and biodiversity. | The research question is mostly clear and demonstrates understanding but may lack specificity or focus. | The research question is vague or lacks clarity, making it difficult to discern the intended focus of the study. |
| Methodology | The methodology is well-designed, appropriate for the research question, and effectively captures relevant data. | The methodology is mostly appropriate but may have minor limitations in design or execution. | The methodology is unclear or lacks detail, hindering the ability to effectively collect and analyze data. |
| Data Analysis and Interpretation | Data analysis is rigorous, thorough, and effectively supports conclusions drawn. Findings are clearly presented and logically interpreted. | Data analysis is mostly thorough but may have minor inconsistencies or gaps in interpretation. | Data analysis is incomplete or lacks depth, making it difficult to draw meaningful conclusions from the findings. |
| Impact Assessment | The study provides comprehensive insights into the impact of climate change on local biodiversity, including potential consequences and mitigation strategies. | The study addresses key aspects of the impact of climate change on biodiversity but may lack depth or overlook certain factors. | The study provides limited insights into the impact of climate change on biodiversity, lacking depth or overlooking important considerations. |
| Communication | The research findings are communicated effectively, using appropriate language and visuals to convey complex ideas to a diverse audience. | The research findings are mostly clear and well-presented but may have minor issues in organization or clarity. | The research findings are unclear or poorly presented, hindering understanding of key concepts or findings. |
Scoring: Each criterion will be scored on a scale from 1 to 4, with 4 being exemplary, 3 proficient, 2 developing, and 1 inadequate.
Adaptability: The rubric framework allows for flexibility in assessing varied outcomes by providing broad criteria that can be interpreted and adjusted based on the specific characteristics of each research project. This adaptability ensures that students are evaluated fairly and comprehensively, taking into account the diverse nature of their work and the unpredictable outcomes inherent in research on climate change and biodiversity.
4. How can you provide more powerful feedback?
Is the feed-up, feedback and feed-forward provided at the right moment? Is the feedback given at the right level? (task, process, self-regulation) How do you create a safe learning environment when giving feedback to students?
"Providing more powerful feedback involves a strategic approach that goes beyond simply pointing out errors or areas for improvement. In my course, feedback is designed to be constructive, specific, and actionable, focusing on both strengths and areas for growth. For example, in assessing research projects, feedback may include commendations for thorough data analysis and suggestions for further exploration or refinement of research methodologies. By offering targeted feedback that addresses both content and process, students are empowered to enhance their understanding and skills in a meaningful way."
"Ensuring that feed-up, feedback, and feed-forward are provided at the right moment is essential for supporting students' ongoing learning and development. In my course, feed-up is provided prior to assignments or activities, outlining learning objectives and expectations to guide students' preparation and approach. Feedback is delivered promptly following assessments, allowing students to reflect on their performance and make immediate adjustments. Additionally, feed-forward is provided to help students identify areas for future improvement and set goals for their continued learning journey."
"Feedback is tailored to address students' needs at multiple levels, including task, process, and self-regulation. Task-level feedback focuses on specific aspects of student work, such as accuracy of data analysis or clarity of communication. Process-level feedback delves into students' approaches to tasks, highlighting strengths and areas for improvement in research methodologies or problem-solving strategies. Self-regulation feedback encourages students to reflect on their learning strategies and develop metacognitive skills, fostering a deeper understanding of their own learning process."
"Creating a safe learning environment when giving feedback to students involves establishing trust, respect, and open communication. In my course, feedback is framed as a constructive tool for growth rather than a judgment of performance. Students are encouraged to view feedback as an opportunity for learning and improvement, and their perspectives are valued and respected. Additionally, feedback is provided in a supportive manner, with a focus on encouraging students' efforts and acknowledging their progress. By fostering a positive and nurturing feedback culture, students feel empowered to take risks, learn from mistakes, and strive for excellence in their academic endeavors."
5. How can you make your assessment more authentic?
Does the assessment result in a product or performance that students have to produce in real life? Do the assessment standards and criteria resemble criteria used in real-life professional situations? Which assessment strategies offer the best opportunities for feedback? How can you encourage peer feedback?
"Making assessments more authentic involves designing tasks that closely mirror real-world challenges and experiences. In my course, assessments are designed to simulate authentic scenarios encountered in environmental science professions, such as conducting research studies, developing sustainability plans, or presenting findings to stakeholders. By engaging students in tasks that reflect the complexity and demands of real-life situations, assessments become more meaningful and relevant to their future careers."
"Assessment tasks in my course often result in products or performances that students would produce in real-life professional settings. For example, research projects culminate in comprehensive reports or presentations detailing findings, analysis, and recommendations. These products closely resemble those that environmental scientists would produce when conducting research or presenting findings to colleagues or clients. By engaging in authentic assessment tasks, students gain practical experience and skills that are directly applicable to their future careers."
"The assessment standards and criteria in my course are designed to closely resemble those used in real-life professional situations. For instance, rubrics are developed based on industry standards and best practices, outlining clear expectations for performance and quality. By aligning assessment criteria with professional standards, students gain insight into the expectations and requirements of their future professions, preparing them for success in environmental science careers."
"To encourage peer feedback, various strategies are employed to create a supportive and collaborative learning environment. Peer review sessions are structured to provide clear guidelines and expectations, ensuring that feedback is constructive and focused on supporting students' learning goals. Additionally, peer feedback activities may be scaffolded to provide opportunities for students to practice giving and receiving feedback effectively, building their communication and critical thinking skills. By fostering peer interaction and collaboration, students benefit from diverse perspectives and insights, enriching their learning experience and promoting continuous improvement."
Literature:
Chan, C.K.Y. (2023). Assessment for experiential learning. Londen and New York:
Routledge.