Faculty Spotlight: Dr. Ann-Marie Sylvia

Assessment practices in higher education have shifted over the years. Institutions are moving away from traditional evaluation methods, such as standardised tests and multiple-choice exams, toward more authentic approaches (Jankowski et al., 2018). This shift reflects the growing recognition that conventional assessments, which often emphasise memorisation and discrete skills, may not effectively capture higher-order thinking or prepare students for the complexities of real-world challenges (Rear, 2019).

Authentic assessment is a compelling alternative. It focuses on students’ ability to apply knowledge and skills in context-rich, meaningful tasks that resemble real-life scenarios (Villarroel et al., 2018). These tasks are not only more relevant to the professional world but also more inclusive, offering students diverse and creative ways to demonstrate their learning (Hanafin, 2007). Authentic assessment also fosters a sense of participation in society, encouraging students to view themselves as active contributors to the world they are helping to shape (McArthur, 2023).

Dr. Ann-Marie Sylvia, an incoming faculty in the Department of Biostatistics and Epidemiology, School of Public Health and Health Sciences, exemplifies authentic assessment. Throughout her teaching, she has found conventional assessments, such as tests and quizzes, often fall short of meeting students’ diverse learning needs. They limit creativity and fail to capture students’ full potential. Dr. Sylvia believes that:

“When students are given the right kinds of tasks and opportunities, they produce work that is not only academically rigorous but also socially relevant and personally meaningful.”

What is Authentic Assessment?

Authentic assessment refers to evaluation methods that require students to engage in intellectually demanding, real-world tasks that demonstrate their understanding and application of knowledge (Wiggins, 1990). These assessments often take the form of projects, presentations, or problem-solving activities that mirror the kinds of work students encounter in professional or civic life. Designed to be engaging and relevant, these tasks allow students to synthesise and apply what they have learned in practical contexts. Research has shown that authentic assessment can lead to increased student engagement, higher satisfaction with learning, and improved employability skills (Sokhanvar et al., 2021).

Implementing Authentic Assessment: The Instagram Project

One powerful example of authentic assessment is Dr. Sylvia’s Instagram Project in her First Year Seminar: The Science of Fitness for all Bodies. This assignment invites students to creatively present data-driven research in a format that is familiar and accessible to them: Instagram. Through this platform, students engaged with course content in a highly visual, narrative-driven medium that has public reach. Completed projects become publicly accessible accounts, serving as both educational resources and tools to counter misinformation.

The Evaluation

To evaluate the projects, Dr. Sylvia created assessment criteria, such as:

• The topic focuses on a public health cause rooted in social justice or social change.
• Instagram posts interpreted the scientific literature into language and concepts appropriate for a general and broad audience.
• The Instagram page walked viewers through a “story” from the first post to the last.
• Graphics were visually appealing, not overly wordy, and enhanced the written post.
• Successful teamwork. 

Student Feedback

Student responses to the Instagram Project have been overwhelmingly positive. Many appreciated the opportunity to express their understanding creatively while honing their skills in data analysis, research, visual communication, and audience engagement. The flexible, multimedia format was particularly well-received by students who identified as neurodivergent, who found it more accessible, engaging, and representative of their strengths than traditional assessments.

Affordances and challenges

Dr. Sylvia noted that this project is not the typical assessment of learned knowledge, which means this can be both a positive and a negative for both the student and the instructor. This type of project fosters creativity, community building, modernisation of assignments that set the tone of inclusion in the classroom, and the joy of allowing the students to become the teachers. Additionally, meeting students where they are by creating projects that utilise applications they are currently invested in creates a sense of ownership or autonomy over their learning. This creates larger buy-in and excitement in the classroom.

However, this type of project may not be possible for large classes or certain subjects. Additionally, instructors not familiar with social media platforms or the concept of micro-learning may struggle to assess learned knowledge in this manner. 

Tips for faculty:

1. Require that students create a Team Contract outlining each team member’s contributions. This allows student teams to assess their weaknesses and strengths and build their individual contributions to the project accordingly. For example, one student may have strong graphic design and creative skills, while another may have strong skills in translating scientific literature for a broad audience. This allows for real-world team collaboration.
2. Provide a strong example for students to reference.
3. Create a template for students to work together on and a dedicated space, such as Google Drive. Here, they can map out their Instagram page and adjust as needed before uploading it to a live Instagram page.
4. Facilitate weekly check-ins. This allows for fun and engaging learning moments, where students can be guided to think critically about the subject. 

Reflections on Personal and Professional Development

For Dr. Sylvia, this project was born when she began her PhD at UMASS. She wanted to display her knowledge in a manner other than the traditional three: a written paper, a traditional exam, or a PowerPoint presentation. 

“I wanted to do something meaningful that was living and breathing, just like I would do in the real world. From this experience, I learned that assignments and projects that emulate real-world tasks can be incorporated into the classroom. This allows students to employ the skills and knowledge that they will need for their future professions instead of simply being tested on skills and knowledge. After I used the Instagram Project in my own classroom, I personally and professionally understood how important hands-on, modernised, real-world assignments can create a powerful learning experience for all.”

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