Industrial and Systems Engineering
San Jose State University
San Jose, California
Experience with Authentic Assessment in a Data Science Classroom
Data Science attracts learners from various disciplines and different levels of fluency with statistical concepts. This paper describes the experience of using systems thinking to design formative and summative assessments for a mixed skill classroom on data science foundations using approaches from student-centric pedagogies. Unstructured assessments provide the feedback loop in creating more meaningful scaffolding assignments to make the learning deeper.