ATMS UPDATE
ATMS Education Symposium 2022
Peter Berryman , Kathleen Daniel , Sandra Grace , Airdre Grant , Natalie Hume , Brad McEwen , Louise Rubic and Chantel Ryan
ATMS ’ s Annual Education Symposia provide a unique platform for Australian natural medicine educators to undertake professional development in natural medicine education . The 2022 ATMS Education Provider Symposium took place in September 2022 , and we were joined by 35 educators in the natural medicine industry in Australia . This year ’ s Symposium focused on assessments and some of the key challenges that educators must navigate to ensure authentic application of assessments to the learning experience . Challenges discussed included plagiarism , authentic assessment design , provision of practical feedback , and group vs individual assessments . Three keynote speakers gave presentations on different facets of assessment .
Jacqui Casey , from Torrens University Australia , discussed academic integrity and the prevalence of contract cheating . Jacqui presented a recent project in which students were encouraged to anonymously answer the question “ What does academic integrity mean to you ?”. The goal was to create a campaign to raise awareness of academic integrity through the telling of personal stories and experiences of integrity breaches , including why and how cheating occurs . The results were presented in an exhibition , physically and virtually , titled “ The Faceless Crowd ”, and have anecdotally demonstrated fewer academic integrity breaches . Jacqui invited educators to consider how students can be supported so they are less likely to resort to cheating , and how our learning institutions can create an environment that encourages students to seek help early .
Alexandra Espinosa , from Australian Learning Group , explored authentic assessment , defining what it means and the need for strategic planning to achieve it . Alexandra described an important outcome of authentic assessment as being a positive emotional response generated when students are engaged and connecting their learning to their original interest in their studies . To support assessment as an active part of student learning , Alexandra invited educators to question what students need to know and do , and how these skills can be measured against industry standards . This approach is to ensure meaningful performance in assessment is achieved . An example of authentic assessment with real-world application could include case studies with branching scenarios allowing students to develop appropriate outcomes .
Neroli Tomlinson , from Victoria University Polytechnic , discussed the importance of providing support to students and highlighted the impact of mental ill health on their ability for effective preparation and performance in assessments . Neroli presented facts to consider from the Australian Disability Clearinghouse on Education and Training ( ADCET ), including that one in five Australians experience a mental health condition in any one year , with the onset of conditions such as depression , bipolar disorder and anxiety , often starting in mid to late adolescence . Impacts of mental ill health may be displayed in behaviours such as isolating from other students , frequent or unexpected absences , misinterpreting instructions or comments and vague responses . Neroli introduced a traffic light system for students to alert educators to the level of support needed , from green (" I understand and can try this on my own "), to red (" I don ' t get it ! I need some help understanding "). Neroli also presented strategies to help facilitate student success with assessments such as providing reasonable adjustments where appropriate to accommodate individual student needs without compromising competency requirements .
Breakout rooms followed with facilitated discussions with Symposium participants on the various aspects of assessment presented . Participants identified common issues that contribute to cheating including time constraints , family and personal pressures , accessibility of contract cheating and a lack of understanding about academic integrity . Use of realtime case studies , video submissions and live presentations are examples of authentic assessments that can reduce cheating . It was widely agreed that tackling assessment issues benefits from student-centred support , empathy and kindness . Such an approach can be applied from course development and authentic assessment design through to regular , respectful feedback on assessment tasks . This approach could mitigate stress associated with assessments and ground students in their core reasons for studying . Students may feel more confident to reach out for help if the learning environment is built on equity and support , respect and safety , with opportunities to share mistakes peer to peer and with educators .
Assessments may have negative connotations for students and they may focus on completing assessments rather than the learning that can be gained from assessments . Participants recommended reframing assessments , especially nongraded active learning experiences , as an opportunity to highlight where learning can be enhanced and how the content connects the learning outcomes to the professional work context .
Overall , it was a successful forum which addressed many of the concerns and issues that arise in assessment , and all the challenges it brings . We welcome the participation of our members and all the expertise and experience they bring . This serves to strengthen the integrity of our teaching and learning practices in these fluid , evolving times .
216 | vol28 | no4 | JATMS