| Title: |
Using an Industry-Aligned Capabilities Framework to Effectively Assess Student Performance in Non-Accredited Work-Integrated Learning Contexts |
| Language: |
English |
| Authors: |
Jackson, Denise (ORCID 0000-0002-7821-3394); Riebe, Linda; Meek, Stephanie (ORCID 0000-0003-0427-3316); Ogilvie, Madeleine; Kuilboer, Alf; Murphy, Laurie; Collins, Nathalie; Lynch, Karina; Brock, Mandy |
| Source: |
Teaching in Higher Education. 2023 28(4):802-821. |
| Availability: |
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 |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2023 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Student Evaluation; Work Experience Programs; Accreditation (Institutions); Industry; Stakeholders; Attitudes; Standards; Experiential Learning; Job Skills; Labor Force Development; Employment Potential; Foreign Countries; Higher Education |
| Geographic Terms: |
Australia |
| DOI: |
10.1080/13562517.2020.1863348 |
| ISSN: |
1356-2517; 1470-1294 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1388506 |
| Database: |
ERIC |