Authentic Assessment

Introduction

In the instructional design document that I created for EX200, a four-module course on has been created for students who wish to enter the continuum of care as entry-level caregivers in Canada. One of the important components that they need to learn in order to better support their senior clients is the knowledge of nutrition and food allergies. The course is composed of four following modules:

Module 1: Introduction to the importance of diets/nutrition and food allergies in senior care

Module 2: Differences between food allergies and intolerances

Module 3: Introduction to cultural and religious diets

Module 4: Meal planning for seniors

Authentic assessment:

As a summative assessment which comprises 50% of the students’ overall score, students will be presented a real-life scenario in the context of a senior care home. They work collaboratively in pairs to present their findings.

Scenario:

Asma is a 72-year-old client with Islamic faith whom you visit three times a week. She is living with very mild dementia with only slight changes in behavior on occasional basis. Emma is a big fan of peanut butter, and she always has peanut butter for her breakfast. Recently, you noticed that whenever she has peanut butter, she itches and has tingling around her mouth. Also, you know that she has intolerance to milk and other dairy products.

Solution:

Stage 1: In consultation with a dietician (could be an imaginary one), develop a different meal plan for her breakfast to replace peanut butter that is in line with her religious beliefs.

Stage 2: Role-play a scene in which you present the new plan to Asma who is resistant to your suggestions. Try to politely convince her that the new diet plan can help her stay healthy.

Stage 3: Record your video and upload it on the Assignment section of TalentLMS.

Connection to PBL

According to Jonassen and Hung (2008), project-based learning is structured in a way that encourages inquiry, and engages learners with an authentic, real-life task. In project -based learning, there is a problem which needs to be further explored and researched and solution is based on the content of the lessons (Barrows, 1996)). Senior caregivers in Canada often must support clients living with dementia who may sometimes be resistant to a change not aligned with their typical day. Based on the course content, this task is relevant to real-life problems that caregivers may encounter. Learners are encouraged to explore the solutions by conducting research about alternative meal plans, navigate new options and present them to the client. They present their findings in a role-play with a friend.

References:

Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 4.

Barrows, H.S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson, & W. H. Gijselaers (Eds.), New directions for teaching and learning, No.68 (pp. 3-11). San Francisco: Jossey-Bass.