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Authentic Assessment in the Age of AI

Colorado Convention Center, Mile High Ballroom 1BCD

Explore and create: Deep-dive Creation lab
Preregistration Required
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Assistant Professor
Nova Southeastern University
Dr. Jennifer Berne - Faculty at Nova Southeastern University Fischler College of Education. Jennifer received her Ed.D. in Organizational Change and Leadership from University of Southern California and her M.A. in English Literature from Florida Atlantic University. Jennifer served as an adjunct professor at Florida Atlantic University and an IB English teacher at North Broward Preparatory School. She currently teaches education, curriculum, classroom culture, and creative writing. She has presented numerous times at ISTE, FETC, and FCIS on standards-based grading, digital storytelling, and digital portfolios. Jennifer is CEO of NewGrade LLC, a standards-based curriculum mapping, grading, and reporting app.
Director of Educational Technology
ISTE Certified Educator
Dr. Joan McGettigan is the Director of Educational Technology for The Windward School in New York. She is an ISTE certified educator, an Apple Distinguished educator and Google certified educator. Dr. McGettigan has worked in both private, parochial and public school environments and her primary interests are curriculum alignment to ISTE standards, robotics, engineering, AR/VR, digital storytelling and accessibility. She believes that learning can be enhanced and elevated through technology in ways that we have yet to dream of or imagine.

Session description

AI offers opportunities to reassess how teachers design curriculum and shift toward personalized, real-world, experiential, culturally aware, and accessible lessons and assessments incorporating AI with purpose. Learn about the Authentic Assessment With AI Protocol to use a template of thoughtful lesson design and assessment that works with any discipline. This session is also being offered Sunday, June 23, 12:00 pm - 1:30 pm.

Purpose & objective

Goals: Presenters will review the Berne/McGettigan AI-Infused Authentic Assessment Protocol, a set of guidelines applicable to any discipline and customizable for different students to redesign curriculum and assessments using AI. Attendees will learn about and then use the Protocol to design their own unit plan and assessments using AI.

Overview: Presenters will use a slide deck to present the information and will employ visible thinking routines using digital Padlet and in-person Post-it Notes. After reviewing the content and doing the brief visible thinking routine, the presenters will demonstrate the Protocol with exemplars for different disciplines. Following the exemplars, the format will shift to a workshop format, where attendees will play with the protocol to design a basic unit plan and corresponding assessments using AI. Attendees will leave the presentation with a personalized unit plan design with assessments and a better understanding of how to infuse AI into authentic assessment.

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* Introduction (5 min)
* Review of concerns about AI with audience-created Padlet (10 min)
* Brief overview of traditional grading and assessment practices (5 min)
* Discussion of Berne/McGettigan AI-Infused Authentic Assessment Protocol (10 min)
* Exemplars of AI- and Protocol-infused lesson plans and assessments for different disciplines (15 min)
* Workshop with attendees using the Protocol to create individualized lesson plans and assessments with AI (40 min)
* Conclusion (5 min)

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Supporting research

Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (with Badrinarayan, A., Cardichon, J.,
Cookson, P. W., Jr., Griffith, M., Klevan, S., Maier, A., Martinez, M., Melnick, H., Truong, N., Wojcikiewicz, S.). (2020). Restarting and reinventing school: Learning in the time of COVID and beyond. Palo Alto, CA: Learning Policy Institute.
Guskey, T. (2009). Practical solutions for serious problems in standards-based grading .
Corwin Press.
Guskey, T. (2013). The case against percentage grades. Educational Leadership, 71(1), 68–72.
Guskey, T. (2015). On your mark: Challenging the conventions of grading and reporting.
Solution Tree Press.
Guskey, T. (2020a). Get set, go! Creating successful grading and reporting systems.
Solution Tree Press.
Guskey, T. (2020b, April 13). Assessments and grading in the midst of a pandemic. Peter
DeWitt's Finding Common Ground. EdWeek,
Guskey, T., & Brookhart, S. (2019). What we know about grading : What works, what doesn’t,
and what’s next. ASCD.
Hill, M., Ell, F., Grudnoff, L., Haigh, M., Cochran-Smith, M., Chang, W., & Ludlow, L. (2017).
Assessment for equity: Learning how to use evidence to scaffold learning and improve teaching. Assessment in Education: Principles, Policy & Practice, 24(2), 185–204.
Jung, L.A. (2018). From goals to growth: Intervention and support in every classroom. ASCD.
Jung, L. A., & Guskey, T. (2012). Grading Exceptional and Struggling Learners. Corwin Press.
Knight, M., & Cooper, R. (2019). Taking on a new grading system: The interconnected effects of
standards-based grading on teaching, learning, assessment, and student behavior. NASSP Bulletin, 103(1), 65–92.
Link, L. (2019). Leadership for grading reform. In T. Guskey & S.Brookhart, S. (Eds.), What
we know about grading : what works, what doesn’t, and what’s next. ASCD.
O’Connor, K. (2018). How to grade for learning: Linking grades to standards (4th ed.). Corwin

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Session specifications

Assessment/evaluations/use of data
Grade level:
Skill level:
Curriculum/district specialists, Teachers, Teacher education/higher ed faculty
Attendee devices:
Devices required
Attendee device specification:
Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Subject area:
Language arts, STEM/STEAM
ISTE Standards:
For Educators:
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.