Name
Pedagogic principle: criteria for group-work assessment of authentic learning
Topic
Institutional and legal framework of irrigation schemes
Learning time
4 hours
Designed time
4 hours
Size of class
40 (M/F=31/9)
Description
Group work requires that students not only demonstrate the mastery of a body of knowledge but a range of soft or transferable skills required to be effective team members. Authentic learning provides a good framework for such group work as it imitates real-life problem scenarios. The assessment of such group work should focus both on knowledge and skills relevant to perform authentic tasks, for example, the ability to break a task down into steps or stages, the quality of critical reflection, expression of empathy, and ability to resolve disagreements or conflicts if they arise. An example of some group-work assessment criteria of authentic learning is shown in the snippet of a learning design below.
Mode of delivery
Classroom-based
Aims
I would like my students to be able to conduct a water users' organisational assessment in order to strengthen existing farmer groups involved in irrigated agriculture. With this knowledge and these skills on graduation, students will be inspired to take on a leadership role in the formation of self-sustaining and gender responsive water user associations.
Outcomes
Uncategorised
Editor
askawild
Derived from
Review of A TLA sequence for a pedagogic principle: criteria for group-work assessment of authentic learning? by diana
Edit
Turning around water user associations
240 minutes)
  • Practice
    60
    5
    0
    In your groups present to the whole class your findings and conclusions from the previous field trip and interviews. Highlight any organisational gaps that you discovered as well as propose a range of options for improvements. Make sure to articulate the roles of males and females in the running of the water user organisations. You will be expected to incorporate any feedback you received from your facilitator of learning during the field trip, interviews and on the reflective piece of writing you submitted.
  • Practice
    90
    5
    0
    In your groups perform a role play based on your recent experiences of interviewing water user association members. Highlight the main challenges and provide some solutions within your role play. For the groups observing the role play, you will have the opportunity to stop the role play at significant points to ask questions of clarification and provide additional suggestions. After each role play the facilitator will lead a short debrief in plenary by posing the following questions: How did the respondents feel during the process? How was your experience during and after the interview process? What learning have you acquired from conducting the interviews in the field through to the role play you have just performed? What better way could you carry out this activity if given the opportunity?
  • Produce
    90
    5
    0
    In your groups you will also be provided with two separate rubrics to self-and peer-assess the earlier presentations and role-plays. The criteria being assessed for the presentations will include: presentation visuals, group coordination and participation, style of delivery, quality of content and critical reflection, quality of written or support information, audible voice and knowledge of the subject matter. The criteria being assessed for the role plays will include: clarity of speech, expression of empathy, use of body language, accuracy of the role, quality and appropriateness of options shared etc. Once your group has finished the assessments, you will share your own self-assessments with the class verbally and your peer groups will share their peer-assessments in written form with your group. The facilitator will add any final points not covered in the self-assessment discussions.
Notes:
Resources linked: 0

Learning Experience

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Social learning graph will not display correctly, because one or more learning types do not have group size set.