Title Assessment: making it authentic, transparent and supportive of learning
Presenter and affiliation: Dr Mike Calvert, York St John University
Intended Audience: Lecturers and other academic staff
Duration: 1 day: 8:45 AM to 3:00PM
Location: S45-108 ZAIN E-Learning Center, Sakheir Campus, University of Bahrain


We could spend days talking about summative assessment and its shortcomings. We will briefly outline what is lacking and highlight what ‘authentic assessment’ might look like. We will focus on formative assessment and strategies for making it manageable. Formative assessment is often referred to as ‘assessment for learning’ as opposed to ‘assessment of learning’ and can be a powerful tool.

Authentic assessment and its place in constructive alignment

Good approaches to learning, appropriate methods and good assessment are brought together under constructive alignment. This simple principle can have forceful ‘leverage’ in encouraging you to look at what you do and ways in which you might find a stronger alignment between what you teach, how you teach and assess and what you expect the student to know.

What exactly are we testing? Using rubrics.

How might we ensure that students know what it is that they are supposed to do, what level it should be at and how they might measure themselves against a set of criteria? We look at some of the issues and potential of using criteria grids and rubrics in the assessment of students.

We will engage with the practical activity of actually writing criteria for one of your course assessments and discuss how you might use this with students.

Learning Outcomes:

After the completion of the function, the participant will be able to:

  1. Plan and execute authentic assessment tasks
  2. Incorporate formative assessment into the teaching and learning process

Identify the core aspects of an assessment task and produce rubrics

Link to UK Professional Standard Framework (PSF):

Assessment is arguably one of the most important aspects of a lecturer’s work. It has a profound effect on the teaching and learning and the outcomes affect students and their futures. We have a responsibility to sample and assess the students’ work and communicate our judgements with clarity and transparency. We also need to ensure that assessment supports learning rather than being a summative measure at a moment in time. These all point to the lecturers having the knowledge and values embodied in the UKPSF to promote authentic learning and assessment tasks, formative assessment and the use of instruments like rubrics to communicate the strengths and otherwise of the students.

Workshop Registration :

Registration is required for each person to attend the workshop.

Workshop Fees :

Fees apply for non-University of Bahrain Staff.
Rate: BD 150 per participants per workshop

Your registration fee will include:

  1. Access to the workshop for one day
  2. Workshop handouts and other material
  3. Morning break refreshment and Light Lunch