The assessment of student learning is central to any teacher’s practice; it is among the most complex and impactful aspects of the job. This August’s PED Day aims to illustrate the powerful role that assessment plays in teaching and learning with a varied offering of practical talks, workshops, and large-group activities. We hope that you will join us for what promises to be a motivating and highly useful pedagogical development day.
Read on for details, and register below!
8:15-8:30 (F500) Welcome coffee and light breakfast
8:30-9:45 (F500) Keynote Address
9:45-10:00 Travel to workshops
11:15-11:30 (F500) Snack and coffee break
11:30-12:30 (F500) A World Café Event: Shaping Our Guiding Principles for a Better IPESA
Principles and Practices of Assessment within a Competency-Based Approach
It has been 25 years since the integration of competency-based education at the college level in Quebec. Just like we may have regular health check-ups or appointments for car maintenance, let us check our current assessment practices to see how they align with the principles and practices that underscore assessment within a competency-based approach. Which practices are on course? Which ones need some redirection? The purpose of this talk is to visit or revisit assessment principles and practices defined within a competency-based approach and to promote reflection on their level of integration in our everyday assessment practices. With consideration for the upcoming revision of Vanier’s IPESA, this talk offers an opportunity to look back with a mind to moving forward.
Angela Mastracci taught for several years in the Fashion Design program at Cégep Marie-Victorin before she became a pedagogical counsellor in 2008. She holds a Master’s degree in college education from PERFORMA, Faculty of Education, University of Sherbrooke. Since 2017, she has been pursuing a professional career as a consultant and pedagogical instructor in postsecondary education. She offers a variety of courses and workshops on formative assessment; assessment within a competency-based approach; and assessing creativity, the topic her Master’s research focused on. She also collaborated in the writing of two chapters for the book Évaluer les compétences au collégial et à l’université : un guide pratique, published in 2015 by the AQPC in their Collection PERFORMA.
1. Using and Constructing Rubrics
Presenter: Angela Mastracci
Description: Assessing within a competency-based approach inevitably leads to giving students complex tasks and situations in order for them to demonstrate their acquired knowledge, skills, and attitudes. This, in turn, calls for the use of rubrics. But why use rubrics? What advantages do they offer that other tools don’t? What types of rubrics exist and how do you choose one to best suit an assessment situation? This workshop will address these questions and guide participants through a brief process for constructing (or validating) their own rubrics. Participants are asked to come with a complex task or situation from one of their courses, including existing criteria and an existing grid (rubric or otherwise), if available.
2. Testing the Test: Workshopping UDL Approaches and Alternatives to Test-Taking
Presenters: Aurora Flewwelling-Skup (English), Nathalie Seguin (Nursing), Heather Roffey (Biology)
Description: This workshop will focus on different styles of testing from members of different Vanier departments/disciplines. Consideration of the different goals and purposes of testing in different course contexts and disciplines will be discussed. We will then look at and brainstorm techniques for making tests more “UDL-friendly” or accessible for students while maintaining their final goals. Finally, we will consider if there are circumstances when alternatives to testing, that aim to reach the same learning outcomes, might be appropriate. As part of a group activity, participants will be invited to bring a test/quiz/or exam question for discussion and peer feedback.
3. A Model for Effective Self and Peer Assessment
Presenter: Lissiene Neiva (Biology)
Description: The presenter will share a system for increasing accountability in group assignments and decreasing discrepancies between the amount of work put towards an assignment and the final mark given to students. Participants will learn about forming effective groups, guiding students to work well in a team, and using an auto-rating system of self and peer assessment to adjust group assignment marks. The presenter will be sharing her ready-to-use assessment tools, which can be employed in any discipline.
4. Backward Design and Integrative Assessments
Presenter: David Hoida (PSI)
Description: Integrative assessments allow students the opportunity to demonstrate that they can pull together all elements of their course or program competencies and apply them in authentic contexts. In this workshop, participants will learn about the differences between program-level and course-level integrative assessments. Participants are invited to bring with them the learning outcomes of a course they teach in order to apply the backward design process to the development of an integrative assessment.
5. Professional Judgment in the Evaluation of Student Achievement
Presenter: Maggie McDonnell (English)
Description: What does it mean to exercise our professional judgment when it comes to assessing and evaluating our students? How do we support student learning while maintaining professional integrity, both as teachers and as members of our discipline? How do we balance our responsibilities to our students, our colleagues in the field, our program, and our society? Share your thoughts, concerns, and experiences as we explore this complex topic.
6. Assessing Individuals Working in Groups
A World Café Event: Shaping Our Guiding Principles for a Better IPESA
Members of the Vanier community are invited to share their experiences, opinions, and priorities regarding assessment in a collaborative dialogue session. Over coffee and snacks, participants will work in small groups to reflect on Vanier’s guiding principles, values, and orientations that will help inform the upcoming revision of one of our college’s most important documents: the Institutional Policy on the Evaluation of Student Achievement.