Assessment-Led Reform: Creating a Sustainable Culture for WIL

Autor/inn/en	Young, Karen; Palmer, Stuart; Binek, Clare; Tolson, Mark; Campbell, Malcolm
Titel	Assessment-Led Reform: Creating a Sustainable Culture for WIL
Quelle	In: Journal of Teaching and Learning for Graduate Employability, 10 (2019) 1, S.73-87 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-3815
Schlagwörter	Foreign Countries; Experiential Learning; Science Education; Barriers; Performance Based Assessment; Employment Qualifications; Job Skills; Industry; Evaluation Methods; Change Strategies; Scaffolding (Teaching Technique); STEM Education; Curriculum; Student Attitudes; Undergraduate Students; Value Judgment; College Faculty; School Business Relationship; Employers; Employer Attitudes; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Naturwissenschaftliche Bildung; Leistungsermittlung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Produktive Fertigkeit; Industrie; Lösungsstrategie; STEM; Curricula; Lehrplan; Rahmenplan; Schülerverhalten; Werturteil; Fakultät; Arbeitgeberinteresse; Lehrerverhalten; Australien
Abstract	This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-Campus (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the 'imposed' changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous. (As Provided).
Anmerkungen	Journal of Teaching and Learning for Graduate Employability. Deakin University, 221 Burwood Highway, Burwood, Melbourne, Victoria, Australia 3125. Web site: https://ojs.deakin.edu.au/index.php/jtlge/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01