Authentic Assessment
This page contains an example of a learning scenario and an authentic assessment that could be used to assess the learning scenario.
Learning Scenario
A training I went to when I first became a classroom teacher was a Responsive Classroom workshop. Responsive Classroom is widely used in elementary schools and the training was quite beneficial. In the training, the objective was to learn an overview of the Responsive Classroom ideals and methodologies to implement into classrooms. There are many additional training and books that delve deeper into the research and strategies that are recommended. Some of the Responsive Classroom’s ideological principles include teaching social and emotional skills, collaboration between staff members and parents, and teaching learning and conflict management strategies (Responsive Classroom, n.d.). I would like to suggest an alternative way to teach and assess the Responsive Classroom method rather than the lecture style workshop I attended.
Gamification & Experiential Learning
Gamification
Gamification and experiential learning would probably help with teaching and learning this classroom management method. First, gamification is very engaging (Hall, 2014). An online game or simulation of a classroom could be created. The first lesson would be on setting up a classroom, as essential part of the Responsive Classroom method. A participant of the training would have virtual access to typical, basic classroom furniture and arrange the classroom. As they were designing the classroom hints, tips, or videos would pop up that would teach the classroom arrangement suggestions given by Responsive Classroom. The more Responsive Classroom strategies the teacher used in designing the classroom, the more points/dollars/badges they would earn in the game. Awarding students with badges can be very effective when utilizing gamification as a teaching method (Top Hat Staff, 2021). Points and badges can be used to upgrade a player’s avatar or to get better and more aesthetically pleasing classroom furniture for their simulated classroom.
Next, students would come into the simulated classroom. Many Responsive Classroom skills could then be practiced. For example, integral to Responsive Classroom in the elementary grades is a morning meeting (Responsive Classroom, n.d.). So, participants could lead a simulated morning meeting in the game. During this process they would learn about each of the four parts of a morning meeting through videos or reading. Then they could direct their teacher avatar, in the game, to lead each part.
Throughout the simulated school day the teacher could teach lessons in the game. Game players would be given a list of teaching strategies and they could pick one to use in the game. If students were engaged and learning during the lesson, the game player would earn more points. For example, interactive modeling is another aspect of Responsive Classroom (Responsive Classroom, n.d.). If the player chose this strategy, little speech bubbles or tips could pop up pointing out how the strategy was being implemented and why it was working. Alternatively, if a strategy that was not effective was chosen by the game player then tips would pop up about how to do better.
Another aspect of Responsive Classroom is behavior management. One example of this that Responsive Classroom promotes is utilizing logical consequences (Responsive Classroom, n.d.). A training participant could be playing the game and then one of the students, in the game, might demonstrate an unwanted behavior. The game player would then be able to choose what to have the avatar teacher do and see what happens. If Responsive Classroom strategies were picked, little speech bubbles or tips could pop up pointing out how the strategy was being implemented and why it was working. The game player would earn more points.
Gamification is often linked to behaviorism learning theory. Behaviorism, in a nutshell, is about rewarding and reinforcing desired behaviors to get them to happen more often (Chance, 2014). To utilize behaviorism in teaching, one must define the desired learning outcomes, plan and design how a student can reach these outcomes, and provide learners with appropriate stimuli and opportunities to practice (Keramida, 2015). In the Responsive Classroom game described here, each part of the game is setup to teach a learning outcome, whether it be morning meeting, classroom design, or logical consequences. Then, the game player is given a chance to try out the strategies. Through the game, rewards are given in forms of badges or points which reinforce the use of Responsive Classroom strategies. This can be an effective way to teach a new set of behaviors, like a classroom management system.
Experiential Learning
Experiential Learning is the process of learning by doing and then reflecting upon the experience (Bates, 2019). Playing a game in which students get to see a simulation of consequences of strategies would be a good way to learn a classroom management system. The game player would see what happens when Responsive Classroom strategies are applied and what could happen when they are not used.
The Institute of Experiential Learning (2019) describes the experiential learning process as first having an experience and then reflecting on it. Therefore, this game would need to include reflective interludes. This could be a journaling exercise or group discussions in which students reflect on what worked and what didn’t work in the game, and why. Then, they could get back into the game and use their new knowledge to do better.
The final two steps in the experiential cycle are think and act. This is about reaching conclusions and trying out the newfound concepts from the learning. Getting back into the game and applying that new learning would mean more success in the game. A further reason to include this reflective piece in the training is because a teaching approach that requires reflective writing and critical thinking can promote academic integrity (Yale Poorvu Center, n.d.).
Throughout this gaming process, a course facilitator would be monitoring student progress. This would be for the purpose of formative assessment and helping students learn as much as possible. The number of points/badges being earned and the reflective journals or group discussions would give the course facilitator an idea about student learning so far and anything they might be struggling with in the content. The Eberly Center (n.d.) described formative assessment as ongoing feedback that can be used by a course facilitator to improve the learning that is happening. The facilitator could identify a need and then address it. For example, additional resources about a confusing topic could be provided or all the participants could participate in a question and answer session about that particular topic. Using formative assessment check-ins this way can be effective in preventing misconceptions and closing any learning gaps (Yale Poorvu Center, n.d.).
Authentic Assessment
Continued playing of the game could become an authentic assessment. As students continue to play the game, they will acquire a plethora of knowledge about the Responsive Classroom approach and apply it in their simulated classroom. The situations that arise in the simulated classroom could become more complex, just like a teacher would face in a real-life classroom. In the game, teachers could demonstrate their knowledge and apply it to the situation. Again, when Responsive Classroom strategies were utilized effectively and appropriately, more points or badges would be earned. Therefore, reviewing a record of the points or badges earned would be an authentic assessment. The Center for Innovative Teaching and Learning (n.d.), described an authentic assessment as one in which students must apply their learning and involve real-world scenarios. This game certainly would meet those requirements as participants play the game which simulates a real life classroom and requires application of Responsive Classroom techniques. Further, students playing this game are more engaged and motivated to demonstrate what they know in both authentic assessments and when utilizing games.
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Please note that an even more authentic assessment would be observation of how a student utilizes the Responsive Classroom in a real-life classroom. However, because this involves working with children, mistakes made could have serious consequences. Gamification allows learners to make mistakes and learn from them inside the game so they don't make as many mistakes when working with real, live humans. It's an effective way to learn and assess concepts like classroom management with minimal impact on human lives.
References
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Center for Innovative Teaching and Learning. (n.d.). Authentic assessment. Indiana University Bloomington. https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/
https://www.edutopia.org/article/summative-assessment-distance-learning
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Chance, P. (2014). Learning and behavior. (7th ed.). Belmont, CA: Wadsworth Publishing.
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Eberly Center. (n.d.). What is the difference between formative and summative assessment?. Carnegie Mellon University. https://www.cmu.edu/teaching/assessment/basics/formative-summative.html
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Hall, M. (2014). What is gamification and why use it in teaching?. John Hopkins University Library Innovative Instructor Blog. ​http://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/
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Institute of Experiential Learning. (n.d.). What is experiential learning?. Institute of Experiential Learning. https://experientiallearninginstitute.org/resources/what-is-experiential-learning/
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Keramida, M. (2015, May 28). Behaviorism in instructional design for eLearning: When and how to use it. eLearning Industry. https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use
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Responsive Classroom. (n.d.). Principles and practices. Responsive Classroom. https://www.responsiveclassroom.org/about/principles-practices/
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Top Hat Staff. (2021). How to bring gamification into your classroom. Top Hat. https://tophat.com/blog/gamified-learning/
Yale Poorvu Center. (n.d.). Assessments. Yale University. https://academiccontinuity.yale.edu/assessments