Just as authentic and effective assessment is a means of engendering competence it has to be carefully planned. Engendering competence is, by the explanation of creation of understanding in students that they are effective in the results of learning of the material that they deem important (Wlodkowski & Ginsberg, 1995).
To plan assessment as an authentic process, the educator has to connect it to the circumstances of students’ real life, to their frames of reference, and to their specific values. In practical application, this will mean, as Ginsberg & Wlodkowsky explain, tasking students with solving problems which have equivalents in real life of theirs or the future work. Students will then have to integrate multiple resources to achieve the task’s aim using skills, consulting other people, etc (Ginsberg & Wlodkowsky, 2009, p. 264). To make assessment effective, i.e. to help students build awareness of their accomplishment, the educator will need to focus on feedback. He/she will need to elicit feedback from the learner by asking questions “How well did this turn out?” (Ginsberg & Wlodkowsky, 2009, p. 266).
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The strategies of effective and authentic assessment that may be successfully applied to my chosen learning contract will include those mentioned in Ginsberg & Wlodkowsky (2009) and Wlodkowsky & Ginsberg (1995): creating a portfolio and a process-folio and asking students to assess themselves (providing feedback on the task). First, students will be required to create a portfolio and a process-folio that will contain the results of their field work in the selected area.
This will include 1) preparing for practical research through review of earlier studies in soft skills development; 2) conducting interviews from the accomplished customer service specialists who demonstrate excellent skills of negotiation, personal effectiveness, and conflict resolution; taking ethnographic field notes during observation of how customer service representatives in work with focus on emerging themes and arising questions. The students will be asked to present their analysis of the notes and graphically illustrate their findings. Second, students will be asked to provide feedback on what they learnt while doing this task. They may also evaluate their findings in the context of the earlier empirical studies in the field.
- Ginsberg, B. & Wlodkowsky, R. (2009). Diversity and motivation: Culturally responsive
teaching in college. John Wiley & Sons.
