Literaturnachweis - Detailanzeige
| Autor/in | Jopp, Ryan |
|---|---|
| Titel | A Case Study of a Technology Enhanced Learning Initiative That Supports Authentic Assessment |
| Quelle | In: Teaching in Higher Education, 25 (2020) 8, S.942-958 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-2517 |
| DOI | 10.1080/13562517.2019.1613637 |
| Schlagwörter | Performance Based Assessment; Student Evaluation; Undergraduate Students; Outcomes of Education; Learner Engagement; Employment Potential; Foreign Countries; Technology Uses in Education; Education Work Relationship; Industry; Australia |
| Abstract | The promotion and adoption of Authentic Assessment (AA) in Higher Education has expanded dramatically over the past decade, as universities try to engage with increasingly preoccupied student cohorts, whilst simultaneously meeting the employability needs of industry and the academic requirements of regulatory authorities. This article focuses on the necessity, challenge and opportunity, to develop a shared understanding of AA by exploring its value and intent, in terms of student learning outcomes and employability skills. A case-study is presented which demonstrates the challenge of designing, developing and implementing AA, in the form of a digital walking tour assessment. Evidence from this study shows that AA has the potential to increase student engagement, deepen levels of understanding, increase creativity, and reduce plagiarism. Given growing pressure to demonstrate links to industry and so-called employability skills, effective implementation of AA presents significant challenges for those in the Higher Education sector. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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