Assessing Learning from a Student Community Engagement Project

Autor/in	Jung, Jessica
Titel	Assessing Learning from a Student Community Engagement Project
Quelle	In: Education & Training, 53 (2011) 2-3, S.155-165 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/00400911111115690
Schlagwörter	Work Experience; Service Learning; College Credits; Educational Practices; Interviews; Educational Change; Evaluation Methods; Barriers; Learning Modules; Educational Development; Foreign Countries; School Community Programs; School Community Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Employment experience; Job experience; Occupational experience; Berufserfahrung; Service-Learning; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Bildungspraxis; Interviewing; Interviewtechnik; Bildungsreform; Learning module; Lernmodul; Bildungsentwicklung; Ausland; Großbritannien
Abstract	Purpose: The purpose of this paper is to chart developments in a community engagement scheme run by two Universities in the North East, offering students academic credit in return for work within the local community. The particular focus is on how learning has been assessed from this work experience, within the requirements of higher education courses, and the introduction of a new and innovative practice of assessing students by interview. Design/methodology/approach: This paper provides a critical reflection on the practice and the rationale behind changes and developments that have been made to this. It includes some of the theoretical background in relation to the benefits of undertaking work experience, and to assessment methods within higher education. Findings: Using an assessed interview for all students taking work experience modules has compared favourably with other assessment methods used in the past. Although there have been some adjustments to the process in the three years since its introduction, it has been successful in providing greater authenticity of experience for students, without significantly increasing investment of staff time in the assessment process. Originality/value: This paper will be of value to practitioners involved with, or wishing to set up, community engagement or work experience schemes offering students or pupils academic accreditation in exchange for this experience, as well as those interested in novel practice within higher education assessment. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10