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Exploring what’s next for research and research integrity
Navigating change in assessment to support hybrid learning environments
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Explores academic and research integrity in both work and personal spaces and how educators can nurture original thinking in student work.
Dr Lis Conde | Learning Designer, Victorian Academy of Teaching and Leadership
In this video (part 2 of 2), Dr Lis Conde continues the discussion on moving beyond assigned grades in favour of evaluative thinking in formative assessment and focuses on practice-based interventions educators can take.
Lis looks at opportunities for formative learning to create confidence, curiosity and ownership in the learner, and recommends assessment that anchors students to their aspirations so they can start to embody the characteristics and responsibilities of their future roles, incorporating language, mindsets and technical skills.
Toward measuring success of practice-based interventions, Lis outlines the importance of evidence collection and continuous feedback with students as validating approaches to assessment, and how an educator’s vision for assessment should factor in environmental cues to help set it up for success.
How can educators increase their impact on student learning and better accomplish what they intend to do? Watch the video to hear Lis’ advice.
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Watch Part 1 →
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