Using an Industry-Aligned Capabilities Framework to Effectively Assess Student Performance in Non-Accredited Work-Integrated Learning Contexts

Autor/inn/en	Jackson, Denise; Riebe, Linda; Meek, Stephanie; Ogilvie, Madeleine; Kuilboer, Alf; Murphy, Laurie; Collins, Nathalie; Lynch, Karina; Brock, Mandy
Titel	Using an Industry-Aligned Capabilities Framework to Effectively Assess Student Performance in Non-Accredited Work-Integrated Learning Contexts
Quelle	In: Teaching in Higher Education, 28 (2023) 4, S.802-821 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Denise) ORCID (Meek, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1863348
Schlagwörter	Student Evaluation; Work Experience Programs; Accreditation (Institutions); Industry; Stakeholders; Attitudes; Standards; Experiential Learning; Job Skills; Labor Force Development; Employment Potential; Foreign Countries; Higher Education; Australia + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Industrie; Attitude; Einstellung; Verhalten; Standard; Experiental learning; Erfahrungsorientiertes Lernen; Produktive Fertigkeit; Arbeitskräftebestand; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Australien
Abstract	This study recognises how Industry 4.0 is influencing labour market demands of graduating students and how ongoing discord between employers and educators regarding their preparation is driving work-integrated learning across the sector. Stakeholder involvement in capability development requires expected performance standards to benchmark students for learning and assessment purposes, especially in non-accredited contexts which lack defined standards of competency. Industry stakeholders were engaged to review, validate and extend an established capabilities framework to reflect mega-trends posed by contemporary work and to define dimensions of standardised assessment for the purpose of work-integrated learning. Findings highlighted the need for graduates that are digitally literate, resilient, adaptable, and able to collaborate and communicate with others from diverse backgrounds in virtual and face-to-face settings. The resultant framework provides specific, clear and measurable behaviours that reflect industry expectations of graduating students, translating to authentic assessment criteria for multi-stakeholder evaluation of student performance during work-integrated learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01