TOWARDS INNOVATIVE STRATEGIES FOR AUTHENTIC ASSESSMENT A CASE

TOWARDS INNOVATIVE STRATEGIES FOR AUTHENTIC ASSESSMENT A CASE STUDY WITH ADVICE FOR ADMINISTRATORS 1

CONTENT S • Context – Overview of Authentic Assessment at GSB and the Training and Development Elective • Moving from Traditional Exam to 100% coursework • Aligning a competency-based approach with authentic assessments for mastery of competencies • The Case Study • Final Advice for Administrators 2

CONTEXT • AUTHENTIC ASSESSMENT AT THE ALJ GLOBAL SCHOOL OF BUSINESS • Authentic Assessments are “forms of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills” (Mueller, 2014). 3

• AUTHENTIC ASSESSMENT AT THE ALJ GLOBAL SCHOOL OF BUSINESS • GSB promotes authentic assessment • Students are required to demonstrate that they can think creatively and apply what they have been taught to a real-world situation through assessments • Assessments require them “to apply, integrate, and synthesize knowledge and skill in a manner that reflects the real world and transcends the classroom” 4

• To develop skills in crafting various types of training designs that may be implemented in the private and public sectors as well as civil society, and nongovernmental organizations HRMN 6516 THE TRAINING & DEVELOPMEN T ELECTIVE HRMN 6404 CONTEXT • Training Systems and Instructional Development • Developing & Evaluating Training Policies and Plans • To develop and evaluate training and development policy and practice in the context of the national and organization training policy 5

A CHANGE IS NEEDED 6

A CHANGE IS NEEDED • A lot has been done to identify competencies that HRM professionals need but there is little research on how the competency expectations of the HRM profession can be met in tertiary level courses. (Coetzer et al, 2017) • There has been support for authentic assessment by the ALOJGSB through their provision of a range of authentic tools and strategies for both assessment and learning, which are evaluated after each course, led by the programme coordinator ( e. g. case studies, problem-based learning, project-based learning, simulations and role-play). • The connection between authentic assessments and mastery of competencies however, is perhaps not always explicit. 7

FROM EXAMS TO 100% COURSEWORK Problem Identification and Analysis Discussion and consultation Preparation and Submission of Proposal (with course outlines) Collation of Feedback and Resubmissio n Approval Board for Graduate Studies and Research Centre for Excellence in Teaching and Learning The Library The Bursary Academic Board Faculty Board 8

WHAT CHANGED • Removed the requirement for course work weighted at 60% and a terminal examination weighted at 40% and instead required 100% coursework. • Provided more time in teaching and learning engagement • Allowed for greater attention to activities that could hone the skills of the students • Required integration across the courses and across the entire HRM programme 9

THE ROLE OF THE ADMINISTRATOR • Worked with lecturers on a proposal identifying the rationale for the change • Functioned as an advocate but pointed out that: “in order to advocate you need to be au courant with what you merits ds the are what about, talking different to what you were doing”. • The programme coordinator was personally invested in this process and kept on the pulse of the HR sector through memberships in professional organizations and in the academic environment. • The programme coordinator was able to convincingly argue the case at the university. 10

ALIGNING A COMPETENCE APPROACH WITH AUTHENTIC ASSESSMENT 11

A COMPETENCE APPROACH A forward-thinking, global, transformational leader. Positively impact organisations and global stakeholder society THE GSB GRADUATE Honest, ethical and empathetic in his/her personal and professional relationships Developing and executing innovative and creative solutions Possessing an entrepreneurial mindset Taking ownership and readily accepting responsibility and accountability for performance and impact. Evaluative Judgement Effective Communication Skills THE HRMN GRADUATE Leadership HR Business Acumen Innovation and Problem Solving Consultative Skills Professional Integrity 12

A COMPETENCE APPROACH • The courses exposed students to relevant theories, practical experiences, values and attitudes that facilitate effective training and development in organisations and can impact on the wider society, in keeping with the desired profile of the GSB HRM graduate. Knowledge Threshold Competency What should I Know? Relationship Competency RELATE K N O W T H I N K How should I relate to others? Critical Thinking/ Problem Solving Competency How should I think? Skills Competency (Toolkit) What should I be able to do? D O 13

A COMPETENCE APPROACH • Such exposure allows them to understand respond creatively to the environment in which they work, and select the appropriate methodologies/ strategies/interventions/tools and techniques in developing, delivering and evaluating training policies and plans. Option analysis Analysis and diagnosis Research HR Metrics Change Management Evaluation HR planning 14

ASSESSMENTS WITH COMPETENCIES ASSESSMENTS OUTCOMES & COMPETENCIES ADDRESSED External Consultancy involving the application of the ADDIE model to the development of a Webinar (or Video Tutorial) as a proof of concept, based on Terms of Reference of a Client To demonstrate learning acquired in the course [Competencies: HR To demonstrate learning acquired in the course Business Acumen; effective communication skills; consultative skills; innovation and problem solving; Professional integrity] Conduct of a Training analysis and development of a Training plan for To demonstrate learning acquired in the course [Competencies: o demonstrate learning acquired in the course an organization. Effective communication skills; consultative skills; innovation and Development of a case addressing a training issue identified in the problem solving; Professional integrity] training analysis Preparation of a written critical analysis of training and development policy in an organization of choice To demonstrate analytical and evaluative skills in relation to the development, structure, content and implementation of the selected policy [Competencies: HR Business Acumen; Evaluative Judgment; policy Effective Communication Skills] Two quizzes to test knowledge of key concepts throughout the courses Preparation of a personal log of the learnings in the course- Including a journal on the case development experience Preparation of a Thought piece (1, 000 words) based on selected course readings To demonstrate learning acquired in the course To test knowledge and demonstrate application of theory and skills learnt during the HRM Programme to resolve is common in daily work life 15

A CASE STUDY: YEAR 1 16

Mixed methods approach – Online Survey & Reflections Perception of lecturers, clients and students regarding authenticity of assessments and the competencies achieved in the first year of the new design (Semester III 2016/2017) METHODOLOGY The basis for an online survey of the students, reflection of the client and for self-reporting of lecturers’ reflections was a five-dimensional framework for authentic assessment developed by Gulikers et al. , (2004) 1) assessment task 2) physical context 3) social context 4) assessment result or form 5) assessment criteria 17

SURVEY SAID… POSITIVES • Assessments in the two courses were aligned with the five criteria of the framework for defining authentic assessments • Students felt that they learned how to determine their strengths and weaknesses in teams and work effectively as a team. • Students recognised the importance of: • application of theory to practice; • the value of case construction analysis to problem identification and problem solving; • the importance of supporting evidence to bring depth and validity in a professional CHALLENGES • Students reported needing reinforcement for more confidence. • Students felt there was a heavy workload. • Lecturers found it time-consuming- students came into the programme without practical experience and as such needed a lot of coaching. • The client found that aspects of the webinar could be integrated, but could not be used in its entirety. Clients should be attained to allow the work produced to be used. 18

THE IMPORTANCE OF ADMINISTRATORS TO INNOVATION IN HIGHER EDUCATION 19

• Recruitment of staff – Fit between the philosophies, experience and available time of the lecturers and the requirements for authentic assessment. • “you need faculty who understand the business of higher education and creating value”. (programme coordinator, MHRM) ROLE OF THE ADMINISTRATO R • Recruitment of students – Strategize regarding how gaps in knowledge and experience can be filled. Should intake be more stringent with regard to prior experience ? • Work with lecturers and external stakeholders – Find those willing to conduct authentic assessments, identify where authentic environments can be created. 20

• Convince Higher Education Senior Management that new or innovative strategy is valid and reliable. ROLE OF THE ADMINISTRATO R • Act as a sponsor for the change and build knowledge and awareness of innovative practices that are taking place. • Be accountable for the ‘big picture’ outcomes and impacts – The standards, templates, integration across programmes and courses, faculty engagement, innovation and problem solving. 21

Authors: Dr Dianne Thurab-Nkhosi, Dr Gwendoline Williams and Mrs Maria Mason-Roberts The University of the West Indies, Arthur Lok Jack Global School 22