Practical Typology of Authentic Work-Integrated Learning Activities and Assessments

Autor/inn/en	Kaider, Friederika; Hains-Wesson, Rachael; Young, Karen
Titel	Practical Typology of Authentic Work-Integrated Learning Activities and Assessments
Quelle	In: Asia-Pacific Journal of Cooperative Education, 18 (2017) 2, S.153-165 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Learning Activities; Integrated Activities; Workplace Learning; Classification; Performance Based Assessment; Action Research; Curriculum Design; Curriculum Evaluation; Educational Practices; Evaluation Methods; Job Skills; College Students; Foreign Countries; Mixed Methods Research; Australia + Suchen Sie Ihr Suchwort? Lernaktivität; Integrierender Unterricht; Classification system; Klassifikation; Klassifikationssystem; Leistungsermittlung; Projektforschung; Lehrplangestaltung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Bildungspraxis; Produktive Fertigkeit; Collegestudent; Ausland; Australien
Abstract	Increased graduate employment is an aspiration of Australian universities who are adopting new and innovative approaches to ensure that all students have opportunities to develop the employability skills much sought after by employers. Placements have been a traditional means for developing such skills but because these are not available to all students other non-placement activities such as industry and community projects, and simulated learning environments have become alternative ways of assisting students become job-ready. These authentic work-related activities enable students to apply and practice disciplinary learning in workplace contexts as well as develop graduate capabilities. A study at an Australian University investigated 1,500 assessments from 40 courses across four Faculties to determine the nature and extent to which authentic assessments were being embedded in courses. This paper presents the development of an authentic assessment framework and typology that was employed to conduct the action-in-research investigation and to illustrate the investigative outcome, as well as holding prospects as a curriculum development tool and student engagement and development tool. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01