Designing Assessment that Encourages Meaningful Learning

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Visiting Scholar

Abstract: What and how we assess has powerful influence over students' approaches to learning. This session provides an opportunity to explore your own preferences and orientations to assessment and the effects they may have on students’ approaches to learning. We will talk about the characteristics of assessment design that support students’ learning, engage in an activity that underscores how we, as instructors, construct assessment activities that unintentionally divert our students' attention away from intended and meaningful learning, discuss what it means to create an aligned and transparent assessment plan that actually supports students' learning and unpack tacit understandings of what learning ‘looks like’ in different instructional contexts. I will then introduce the ICE model and how it can be used in explicit ways to help students learn how to learn. Come join us as we discuss approaches to assessment that support students’ meaningful engagement with course material and that result in productive, lasting learning.

Bio: Sue’s professional life has been entirely devoted to work as a post-secondary teacher and Educational Developer. Most recently, she held the position of Director of the Centre for Teaching and Learning at Queen’s University (Kingston, Ontario, Canada) where her team was recognized with an award for their stellar work in supporting the institution’s faculty members in adopting highly successful remote pedagogies during the pandemic. Dr. Fostaty Young is co-author of Assessment and Learning: The ICE Approach, and co-editor of  Teaching, Learning & Assessment Across Disciplines: ICE Stories both of which outline a comprehensive yet accessible framework of learning and assessment that is popular with both teachers and students. Her work has recently gained international prominence with the publication of a Japanese edition of the ICE book which has spurred discussions on significant educational reform. Sue was named as one of the Top 50 alumni in the 50-year history of Queen’s University’s Faculty of Education and just recently was recognized with Queen’s University’s Distinguished Service Award for spearheading “initiatives that improve(d) the quality of teaching and learning…and fostered connection, innovation and enhanced student outcomes”.