Using Authentic Assessment of Learning in Graduate Student Teaching Development

In the past few decades, graduate student teaching development (GSTD) programs have proliferated on university campuses as both credit and non-credit offerings. In non-credit programs, certification is often based on attendance and self-reported learning gains, and there have been calls for more robust assessment strategies. One Canadian research university recently developed a non-credit certificate in university teaching and learning based on the principles of authentic assessment. This case study reviews the authentic learning tasks in the program, feedback participants receive, and participants’ understanding of how they have met the program-level learning outcomes. Initial findings indicate that authentic assessment in a GSTD program provides graduate students with meaningful opportunities to develop teaching competencies and also provides program facilitators with clear evidence of participant learning. Incorporating authentic assessment in non-credit teaching development programs may provide more robust assessment of both individual participant learning and program effectiveness.

Graduate Student Teaching, Authentic Assessment, Teaching Development, Higher Education

Learning in Higher Education

Paper Presentation in a Themed Session

  • Kimberley Grant
    • Educational Development Consultant, Taylor Institute for Teaching and Learning, University of Calgary, Canada AB, Canada
    • Kimberley A. Grant has a PhD in Curriculum and Learning and holds a faculty position in educational development at the University of Calgary's Taylor Institute for Teaching and Learning. In this role, Kim collaborates with colleagues as they review and develop curriculum and leads the Graduate Student Certificate in University Teaching and Learning. Her current research focuses on graduate student teaching development and authentic assessment of educational development activities.
  • Glory Ovie
    • PhD Candidate , Werklund School of Education, University of Calgary, Canada Canada
    • I am currently PhD candidate at the University of Calgary. My research focus is on natural and human crises management in higher education.