PhenoBL
Phenomenon-Based Learning and Authentic Assessment
GO!
Contents
3. What is the connection between PhenoBL & Authentic Assessment?
1. What is our aim?
2. What is Authentic Assessment?
6. Bibliography
4. How can we apply authentic assessments in a PhenoBL activity?Some examples.
5. What did you learn?
What is our aim?
By the end of this nugget, you should be able to:
- Define Authentic Assessment.
- Identify ways to integrate PhenoBL to Authentic Assessment.
- Give examples of authentic assessment with PhenoBL.
Let's remember!
What is PhenoBL?
Phenomenon-Based Learning (PhenoBL) is an instructional approach that shifts away from a purely subject-based, information-driven teaching model. Instead, it emphasizes the study of real-world phenomena as integrated topics that can be explored from multiple perspectives. The starting point is an apparent phenomenon, even if intangible (Lonka et al. 2015), and the learners are viewed as curious and dynamic participants in their own learning.
Student assessment
''How do we assess student learning when applying the PhenoBL instructional approach?"
What is Authentic Assessment?
What is Authentic Assessment?
An ‘authentic assessment’ is an assessment task that is designed to have value and meaning to students beyond merely the mark achieved. Authentic assessment is a concept–promoted by Wiggins (1990) among others – where by students are engaged in using and applying skills and knowledge to address either ‘real world’ problems (Lund, 1997) or plausible situations, giving the task a sense of authenticity.
The Shift to Authentic Assessment
- Assessment is shifting from standardized testing to a holistic evaluation of knowledge and higher-order skills (Villarroel et al., 2018).
- Authentic assessment connects classroom learning with real-world professional tasks (Wiggins, 1990).
- It enhances employability by developing practical and higher-order cognitive skills (Akbari et al., 2022).
Benefits of Authentic Assessment
Benefits of the Authentic assessment:
- influences positively the quality and depth of student learning
- develops higher-order cognitive skills
- improves autonomy commitment and motivation for learning, self-regulation capacity, metacognition and self-reflection (Villarroel et al., 2018)
Authentic assessment
What is the connection between PhenoBL & Authentic Assessment?
PhenoBL and Authentic Assessment
Authentic Assessment: Evaluates students through tasks that mirror real-world professional or societal challenges (Wiggins, 1990). PhenoBL: Engages students in learning through real-world phenomena, encouraging them to explore, analyze, and solve problems that occur in everyday life. Therefore, both approaches move beyond rote memorization and promote practical, experiential learning.
Five key principles shared by PhenoBL and Authentic Assessment are presented which will help you align this type of assessment with PhenoBL activities.
1) Focus on Real-World Application
PhenoBL and Authentic Assessment
Authentic Assessment: Often requires students to integrate knowledge from multiple disciplines (e.g., a sustainability project requiring knowledge of science, economics, and ethics) (Bolat & Karakuş, 2017). PhenoBL: Naturally interdisciplinary, as it starts with a broad real-world phenomenon (e.g., climate change) and encourages students to explore it from different subject perspectives. Therefore both emphasize integrated learning experiences rather than compartmentalized subjects.
Authentic Assessment: Focuses on critical thinking, problem-solving, creativity, and collaboration (Akbari et al., 2022). PhenoBL: Encourages inquiry-based learning, where students analyze, synthesize, and evaluate information to understand complex phenomena. Therefore, both require students to engage deeply with content rather than passively receive information.
2)Interdisciplinary and Holistic Learning
3) Development of Higher-Order Skills
PhenoBL and Authentic Assessment
Authentic Assessment: Develops skills essential for the workforce (Brown & Sambell, 2021) such as adaptability, collaboration, and critical thinking. PhenoBL: Prepares students to navigate complex global challenges by fostering systems thinking and adaptability. Therefore, both approaches align with 21st-century education goals, ensuring students gain the competencies needed for lifelong learning and professional success.
Authentic Assessment: Requires students to demonstrate their learning through real-world problem-solving. PhenoBL: Promotes student-led inquiry, where learners ask questions, conduct investigations, and develop solutions. Therefore both approaches emphasize student agency and learning by doing, making students active participants rather than passive recipients.
5) Preparation for the Future
4) Active Student Engagement
How can we apply authentic assessments in a PhenoBL activity? Some examples.
Example 1
The following two examples are developed based on the theory presented in the previous slides taking into account the characteristics of PhenoBL.
The phenomenon:How can cities be designed to be both environmentally sustainable and economically viable while ensuring a high quality of life for their residents?
Interdisciplinarity:
Science
Mathematics
Economics & Civics
Geography
Example 1 (cont.)
Criteria for an authentic assessment considering the PhenoBL characteristics:
- Realism & Feasibility: Does the project reflect real-world artistic or literary practices?
- Interdisciplinary Integration: Are multiple subjects effectively incorporated?
- Research: Does the project include references to historical or contemporary cultural influences?
- Collaboration & Communication: Is teamwork evident in the final presentation?
Final product: a. A city blueprint or 3D model b. A policy document outlining sustainability strategies c. A team presentation to a panel (e.g., teachers, community experts).
Example 2
The phenomenon:How can a work of art, such as Picasso’s Guernica, capture the horrors of war, serve as a form of political protest, and influence contemporary society and artistic expression today?
Interdisciplinarity:
History
Art
Social Sciences
Literature
Example 2
Criteria for an authentic assessment considering the PhenoBL characteristics:
- Realism: How well did students compare Guernica’s expressive techniques to traditional realism in art?
- Research: How well did students support your claims with historical and artistic research?
- Critical Thinking: How well can students interpret Guernica’s symbols and artistic elements?
- Collaboration & Communication: How actively did students participate in group discussions and debates?
Final product: a. Students produce a short podcast or video discussing Guernica’s impact and its relevance today. b. Structured debate on the question: Can art change the world? c. Student-created visual artwork (painting, collage, poster) addressing a modern social issue.
Bibliography
References
Akbari, M., Nguyen, H. M., McClelland, R., & van Houdt, K. (2022). Design, implementation andacademic perspectives on authentic assessment for applied business higher education in a topperforming Asian economy. Education + Training, 64(1), 69–88. https://doi.org/10.1108/ET-04-2021-0121Bolat, Y., & Karakuş, M. (2017). Design implementation and authentic assessment of a unit according to Concept-Based Interdisciplinary Approach. International Electronic Journal of Elementary Education, 10(1), 37-47. Brown, S., & Sambell, K. (2021). A Step-by-Step Guide to Designing more authentic assessments. In Watt works quick guides 31. Heriot-Watt University. Lonka, K., Hietajärvi, L., Hohti, R., Nuorteva, M., Raunio, A. P., Sandström, N., Vaara, L., & Estling, S. K. (2015). Ilmiölähtöisesti kohti innostavaa oppimista [Phenomenon-based towards inspirational learning]. In H. Cantell (Ed.), Näin rakennat monialaisia oppimiskokonaisuuksia (pp. 46–76). PS-kustannus.Lund, J., 1997. Authentic assessment: Its development & applications. Journal of Physical Education, Recreation & Dance, 68(7), pp.25-28. McArthur, J. (2021, March 3). For assessment to count as authentic it must mean something to students. Wonkhe. Retrieved from https://wonkhe.com/blogs/for-assessment-to-count-as-authentic-it-must-mean-something-to-students/ Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396 Wiggins, G. (1990). The case for authentic assessment. Practical assessment, research, and evaluation, 2(1).
Online resources
https://www.youtube.com/watch?v=mhhwEXEB2F0
History
Study of the Spanish Civil War (1936-1939) and the bombing of Guernica by the German air force
Science
Investigate renewable energy sources and propose sustainable solutions (e.g., solar, wind, hydro).
Mathematics
Calculate energy consumption and efficiency of different power sources, and/or use geometry and measurement to design city layouts.
Economics & Civics
Develop a budget for city infrastructure, housing, and public services and create policies to ensure social equity, citizen participation, and governance.
Art
Analysis of Guernica (form, symbols, Cubist techniques) and its influence on political art.
Geography
Select an appropriate geographical location based on climate, natural resources, and population needs.
Literature
Reading poems related to war and human loss (e.g., Lorca, Ritsos).
Social Sciences
Discussion on art as a means of political commentary and activism.
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Transcript
PhenoBL
Phenomenon-Based Learning and Authentic Assessment
GO!
Contents
3. What is the connection between PhenoBL & Authentic Assessment?
1. What is our aim?
2. What is Authentic Assessment?
6. Bibliography
4. How can we apply authentic assessments in a PhenoBL activity?Some examples.
5. What did you learn?
What is our aim?
By the end of this nugget, you should be able to:
Let's remember!
What is PhenoBL?
Phenomenon-Based Learning (PhenoBL) is an instructional approach that shifts away from a purely subject-based, information-driven teaching model. Instead, it emphasizes the study of real-world phenomena as integrated topics that can be explored from multiple perspectives. The starting point is an apparent phenomenon, even if intangible (Lonka et al. 2015), and the learners are viewed as curious and dynamic participants in their own learning.
Student assessment
''How do we assess student learning when applying the PhenoBL instructional approach?"
What is Authentic Assessment?
What is Authentic Assessment?
An ‘authentic assessment’ is an assessment task that is designed to have value and meaning to students beyond merely the mark achieved. Authentic assessment is a concept–promoted by Wiggins (1990) among others – where by students are engaged in using and applying skills and knowledge to address either ‘real world’ problems (Lund, 1997) or plausible situations, giving the task a sense of authenticity.
The Shift to Authentic Assessment
Benefits of Authentic Assessment
Benefits of the Authentic assessment:
Authentic assessment
What is the connection between PhenoBL & Authentic Assessment?
PhenoBL and Authentic Assessment
Authentic Assessment: Evaluates students through tasks that mirror real-world professional or societal challenges (Wiggins, 1990). PhenoBL: Engages students in learning through real-world phenomena, encouraging them to explore, analyze, and solve problems that occur in everyday life. Therefore, both approaches move beyond rote memorization and promote practical, experiential learning.
Five key principles shared by PhenoBL and Authentic Assessment are presented which will help you align this type of assessment with PhenoBL activities.
1) Focus on Real-World Application
PhenoBL and Authentic Assessment
Authentic Assessment: Often requires students to integrate knowledge from multiple disciplines (e.g., a sustainability project requiring knowledge of science, economics, and ethics) (Bolat & Karakuş, 2017). PhenoBL: Naturally interdisciplinary, as it starts with a broad real-world phenomenon (e.g., climate change) and encourages students to explore it from different subject perspectives. Therefore both emphasize integrated learning experiences rather than compartmentalized subjects.
Authentic Assessment: Focuses on critical thinking, problem-solving, creativity, and collaboration (Akbari et al., 2022). PhenoBL: Encourages inquiry-based learning, where students analyze, synthesize, and evaluate information to understand complex phenomena. Therefore, both require students to engage deeply with content rather than passively receive information.
2)Interdisciplinary and Holistic Learning
3) Development of Higher-Order Skills
PhenoBL and Authentic Assessment
Authentic Assessment: Develops skills essential for the workforce (Brown & Sambell, 2021) such as adaptability, collaboration, and critical thinking. PhenoBL: Prepares students to navigate complex global challenges by fostering systems thinking and adaptability. Therefore, both approaches align with 21st-century education goals, ensuring students gain the competencies needed for lifelong learning and professional success.
Authentic Assessment: Requires students to demonstrate their learning through real-world problem-solving. PhenoBL: Promotes student-led inquiry, where learners ask questions, conduct investigations, and develop solutions. Therefore both approaches emphasize student agency and learning by doing, making students active participants rather than passive recipients.
5) Preparation for the Future
4) Active Student Engagement
How can we apply authentic assessments in a PhenoBL activity? Some examples.
Example 1
The following two examples are developed based on the theory presented in the previous slides taking into account the characteristics of PhenoBL.
The phenomenon:How can cities be designed to be both environmentally sustainable and economically viable while ensuring a high quality of life for their residents?
Interdisciplinarity:
Science
Mathematics
Economics & Civics
Geography
Example 1 (cont.)
Criteria for an authentic assessment considering the PhenoBL characteristics:
- Realism & Feasibility: Does the project reflect real-world artistic or literary practices?
- Interdisciplinary Integration: Are multiple subjects effectively incorporated?
- Research: Does the project include references to historical or contemporary cultural influences?
- Collaboration & Communication: Is teamwork evident in the final presentation?
Final product: a. A city blueprint or 3D model b. A policy document outlining sustainability strategies c. A team presentation to a panel (e.g., teachers, community experts).Example 2
The phenomenon:How can a work of art, such as Picasso’s Guernica, capture the horrors of war, serve as a form of political protest, and influence contemporary society and artistic expression today?
Interdisciplinarity:
History
Art
Social Sciences
Literature
Example 2
Criteria for an authentic assessment considering the PhenoBL characteristics:
- Realism: How well did students compare Guernica’s expressive techniques to traditional realism in art?
- Research: How well did students support your claims with historical and artistic research?
- Critical Thinking: How well can students interpret Guernica’s symbols and artistic elements?
- Collaboration & Communication: How actively did students participate in group discussions and debates?
Final product: a. Students produce a short podcast or video discussing Guernica’s impact and its relevance today. b. Structured debate on the question: Can art change the world? c. Student-created visual artwork (painting, collage, poster) addressing a modern social issue.Bibliography
References
Akbari, M., Nguyen, H. M., McClelland, R., & van Houdt, K. (2022). Design, implementation andacademic perspectives on authentic assessment for applied business higher education in a topperforming Asian economy. Education + Training, 64(1), 69–88. https://doi.org/10.1108/ET-04-2021-0121Bolat, Y., & Karakuş, M. (2017). Design implementation and authentic assessment of a unit according to Concept-Based Interdisciplinary Approach. International Electronic Journal of Elementary Education, 10(1), 37-47. Brown, S., & Sambell, K. (2021). A Step-by-Step Guide to Designing more authentic assessments. In Watt works quick guides 31. Heriot-Watt University. Lonka, K., Hietajärvi, L., Hohti, R., Nuorteva, M., Raunio, A. P., Sandström, N., Vaara, L., & Estling, S. K. (2015). Ilmiölähtöisesti kohti innostavaa oppimista [Phenomenon-based towards inspirational learning]. In H. Cantell (Ed.), Näin rakennat monialaisia oppimiskokonaisuuksia (pp. 46–76). PS-kustannus.Lund, J., 1997. Authentic assessment: Its development & applications. Journal of Physical Education, Recreation & Dance, 68(7), pp.25-28. McArthur, J. (2021, March 3). For assessment to count as authentic it must mean something to students. Wonkhe. Retrieved from https://wonkhe.com/blogs/for-assessment-to-count-as-authentic-it-must-mean-something-to-students/ Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396 Wiggins, G. (1990). The case for authentic assessment. Practical assessment, research, and evaluation, 2(1).
Online resources
https://www.youtube.com/watch?v=mhhwEXEB2F0
History
Study of the Spanish Civil War (1936-1939) and the bombing of Guernica by the German air force
Science
Investigate renewable energy sources and propose sustainable solutions (e.g., solar, wind, hydro).
Mathematics
Calculate energy consumption and efficiency of different power sources, and/or use geometry and measurement to design city layouts.
Economics & Civics
Develop a budget for city infrastructure, housing, and public services and create policies to ensure social equity, citizen participation, and governance.
Art
Analysis of Guernica (form, symbols, Cubist techniques) and its influence on political art.
Geography
Select an appropriate geographical location based on climate, natural resources, and population needs.
Literature
Reading poems related to war and human loss (e.g., Lorca, Ritsos).
Social Sciences
Discussion on art as a means of political commentary and activism.