Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts

Riebe, Linda, Jackson, Denise, Meek, Stephanie, Ogilvie, Madeleine, Kuilboer, Alf, Murphy, Laurie, Collins, Nathalie, Lynch, Karina, and Brock, Mandy (2021) Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts. Teaching in Higher Education. (In Press)

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Abstract

This study recognises how Industry 4.0 is influencing labour market demands of graduating students and how ongoing is cord 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.

Item ID: 68023
Item Type: Article (Research - C1)
ISSN: 1470-1294
Copyright Information: © 2020 Informa UK Limited, trading as Taylor & Francis Group
Date Deposited: 26 May 2021 00:11
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390115 Work integrated learning (incl. internships) @ 100%
SEO Codes: 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 100%
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