{"id":40,"date":"2018-08-03T09:11:45","date_gmt":"2018-08-03T09:11:45","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=40"},"modified":"2019-08-05T08:20:36","modified_gmt":"2019-08-05T08:20:36","slug":"authentic-and-complex-tasks","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/","title":{"rendered":"Authentic Tasks"},"content":{"rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-336 aligncenter\" src=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/files\/2018\/08\/Duck-300x150.jpg\" alt=\"\" width=\"360\" height=\"180\" srcset=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/files\/2018\/08\/Duck-300x150.jpg 300w, https:\/\/blogs.kcl.ac.uk\/aflkings\/files\/2018\/08\/Duck.jpg 500w\" sizes=\"auto, (max-width: 360px) 100vw, 360px\" \/><\/p>\n<p style=\"text-align: left\">Much research has been conducted into learning approaches\u00a0(<a href=\"https:\/\/link.springer.com\/article\/10.1007\/BF00132290\" target=\"_blank\" rel=\"noopener noreferrer\">Trigwell\u00a0and\u00a0Prosser, 1991<\/a>;\u00a0<a href=\"https:\/\/www.taylorfrancis.com\/books\/9781317513582\" target=\"_blank\" rel=\"noopener noreferrer\">Entwistle\u00a0and\u00a0Ramsden, 2015<\/a>), and the distinction between\u00a0<b>surface, strategic and deep learning<\/b>\u00a0is well established. As it is generally believed that\u00a0assessment\u00a0significantly\u00a0influences\u00a0learning\u00a0(<a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09695940701591867\" target=\"_blank\" rel=\"noopener noreferrer\">Torrance 2007<\/a>;\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/02602930802255139\" target=\"_blank\" rel=\"noopener noreferrer\">Nicol, 2009<\/a>;\u00a0 <a href=\"\/Users\/k1775377\/Downloads\/9781317662952_googlepreview.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Race, 2015<\/a>), assessment should,\u00a0ideally, foster deep approaches to learning. Deep approaches are elicited by complex and meaningful tasks which:<\/p>\n<ul>\n<li style=\"text-align: left\">allow students to engage with the course material\u00a0deeply and preferably, personally<a href=\"\/Users\/k1775377\/Downloads\/9781134412068_googlepreview.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0(Ramsden, 2003<\/a>);<\/li>\n<li style=\"text-align: left\">help students think like researchers and professionals in the discipline\u00a0<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s10734-004-6779-5\" target=\"_blank\" rel=\"noopener noreferrer\">(Meyer and Land, 2005)<\/a>;<\/li>\n<li style=\"text-align: left\">have longer-term value beyond the end of the module or even the end of the programme\u00a0(<a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/713695728\">B<\/a><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/713695728\" target=\"_blank\" rel=\"noopener noreferrer\">oud, 2000<\/a>).<\/li>\n<\/ul>\n<p style=\"text-align: left\">This does\u00a0<b>not<\/b>\u00a0mean that traditional assessments such as essays and exams inherently foster surface approaches and encourage rote-learning, especially if they are well designed. However, as students come to King\u2019s for a rich educational experience\u00a0in a research-intensive university, the more students are given purposeful assessment tasks\u00a0which\u00a0intellectually\u00a0stimulate\u00a0them, the more they will be equipped to get the most out of their education.<\/p>\n<p style=\"text-align: left\">This section provides a variety of assessment practices which\u00a0emphasise <strong>authenticity<\/strong> and facilitate meaningful engagement\u00a0at all degree levels.<\/p>\n<ul>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/podcasts\/\">Podcasts<\/a><\/li>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/portfolios\/\">Portfolios<\/a><\/li>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/team-group-work\/\">Team and Group Work<\/a><\/li>\n<li><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/writing-for-external-audiences\/\">Creating output for External Audiences\u00a0<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>Much research has been conducted into learning approaches\u00a0(Trigwell\u00a0and\u00a0Prosser, 1991;\u00a0Entwistle\u00a0and\u00a0Ramsden, 2015), and the distinction between\u00a0surface, strategic and deep learning\u00a0is well established. As it is generally believed <a class=\"mh-excerpt-more\" href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/\" title=\"Authentic Tasks\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":386,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-40","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/40","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=40"}],"version-history":[{"count":20,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/40\/revisions"}],"predecessor-version":[{"id":1166,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/40\/revisions\/1166"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=40"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}