Assessment for Learning: Capturing the Interest of Diverse Students on an Academic Writing Module in Postgraduate Vocational Education

Autor/inn/en	Strauss, P.; Mooney, S.
Titel	Assessment for Learning: Capturing the Interest of Diverse Students on an Academic Writing Module in Postgraduate Vocational Education
Quelle	In: Teaching in Higher Education, 22 (2017) 3, S.288-303 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1248389
Schlagwörter	Foreign Countries; Graduate Students; Hospitality Occupations; Student Interests; Learner Engagement; Writing Instruction; Learning Modules; Vocational Education; Critical Thinking; Foreign Students; English (Second Language); Adoption (Ideas); Student Improvement; Student Attitudes; Attitude Change; Problem Based Learning; Learning Processes; Case Studies; Cooperative Learning; Feedback (Response); Academic Discourse; Student Surveys; Likert Scales; Student Satisfaction; Course Evaluation; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gastgewerbegehilfe; Studieninteresse; Schreibunterricht; Learning module; Lernmodul; Ausbildung; Berufsbildung; Kritisches Denken; English as second language; English; Second Language; Englisch als Zweitsprache; Ideas; Ideenfindung; Schülerverhalten; Attitudinal change; Einstellungsänderung; Problem-based learning; Problemorientiertes Lernen; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Kooperatives Lernen; Discourse; Diskurs; Schülerbefragung; Likert-Skala; Neuseeland
Abstract	This article discusses the complexities surrounding the teaching of a critical thinking and academic writing module on a vocational postgraduate programme. Students enrolled on this programme are strongly industry focused and often fail to see the relevance of such a module, despite the fact that most are international students with English as their second language. Obtaining student buy in has been challenging, and initial feedback from students and discipline lecturers was disappointing. However, this frustration was the trigger for an innovative approach that adopted assessment design as the starting point in the restructuring of the module. The approach is based on the principles underpinning Assessment for Learning. Taking varied student interests and backgrounds into account was crucial in the restructuring and has led to a marked improvement in both the attitude and engagement of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01