Authentic Assessment and Work-Based Learning: The Case of Professional Studies in a Post-COVID Australia

Autor/inn/en	Fergusson, Lee; van der Laan, Luke; Imran, Sophia; Danaher, Patrick Alan
Titel	Authentic Assessment and Work-Based Learning: The Case of Professional Studies in a Post-COVID Australia
Quelle	In: Higher Education, Skills and Work-based Learning, 12 (2022) 6, S.1189-1210 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fergusson, Lee) ORCID (van der Laan, Luke) ORCID (Danaher, Patrick Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-03-2022-0074
Schlagwörter	Performance Based Assessment; Work Experience Programs; Educational Research; COVID-19; Pandemics; Foreign Countries; Formative Evaluation; Summative Evaluation; Education Work Relationship; Job Skills; Professional Identity; Australia + Suchen Sie Ihr Suchwort? Leistungsermittlung; Bildungsforschung; Pädagogische Forschung; Ausland; Produktive Fertigkeit; Australien
Abstract	Purpose: To explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research. Design/methodology/approach: The relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case example to identify unique pedagogical features of work-based learning as they are linked to assessment. Findings: A dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented. Originality/value: The pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01