Navigating Assessed Coursework to Build and Validate Professional Identities: The Experiences of Fifteen International Students in the UK

Autor/inn/en	Blaj-Ward, Lia; Matic, Jelena
Titel	Navigating Assessed Coursework to Build and Validate Professional Identities: The Experiences of Fifteen International Students in the UK
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 2, S.326-337 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blaj-Ward, Lia) ORCID (Matic, Jelena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1774505
Schlagwörter	Professional Identity; Foreign Students; Student Attitudes; Career Development; Constructivism (Learning); Talent; Foreign Countries; Females; Occupational Aspiration; Academic Standards; Difficulty Level; Scaffolding (Teaching Technique); Employment Potential; Evaluation Methods; Performance Based Assessment; Education Work Relationship; Career Choice; Decision Making; Undergraduate Students; Metacognition; Social Networks; Student Mobility; Study Abroad; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Berufsentwicklung; Begabung; Hochbegabung; Ausland; Weibliches Geschlecht; Berufsneigung; Berufsziel; Schwierigkeitsgrad; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Leistungsermittlung; Decision-making; Entscheidungsfindung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Social network; Soziales Netzwerk; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Großbritannien
Abstract	A stated ambition for universities is to help all students develop meaningful career trajectories and make positive contributions to local, national and global communities. To achieve this ambition, universities need to reflect in depth on how approaches to assessment help develop global talent. The present article explores, from a constructivist-interpretivist vantage point, how fifteen international students (all women) at a UK university mobilised academic, professional and personal resources to complete academic assessment they perceived as having the most immediate relevance for their future career aspirations. Recommendations are made to frame the integration of academically rigorous, professionally relevant and personally rewarding experiences within assessment design and the scaffolding of assessment experiences so that learning journeys across national boundaries effect impactful participation in twenty first century society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01