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1.
Rola Ajjawi Joanna Tai Tran Le Huu Nghia David Boud Liz Johnson Carol-Joy Patrick 《Assessment & Evaluation in Higher Education》2020,45(2):304-316
AbstractWork-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity. 相似文献
2.
Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student’s workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to help them demonstrate learning from experience within the workplace, by developing their ability to think at a higher level. A vital aspect of using workplace learning in partnership with employers/sector skills councils is that the learning is valid to the role. In response, the programme development group, which was composed of academics and employers, felt that workplace tasks (WPTs) would allow students to demonstrate role development through experiential learning at work. Therefore, this article uses a pilot case study (n = 16), using a focus group methodology, to discuss the assessment of the WPTs within a FD and the students’ perception towards this form of assessment. Findings show that participants value WPTs, they motivate participants to learn and improve their self‐esteem, however, some groups need specialist skills training where workplace competence is required. 相似文献
3.
Megan Paull Natalie Lloyd Sally A Male Teena Clerke 《Journal of Higher Education Policy & Management》2019,41(5):534-549
ABSTRACTWork Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE ‘entry to profession’ engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured interviews with staff and student engineers from four Australian HE institutions with mandatory engineering WIL. Framed by a Bourdieusian theoretical perspective, the influence of capitals on student access to engineering WIL placements was investigated. The research found that students’ capitals influenced access to engineering WIL placements. Policy and educational practice recommendations are made. 相似文献
4.
While outcomes assessment has become a focus for institutions of higher education, assessment in academic support units remain sparse. Traditionally, assessment has been comprised of one-time student satisfaction surveys and/or supervisor evaluations tied specifically to job criteria. Although informative, these methods fail to account for or measure specific student learning outcomes completed by students via their interaction with faculty and staff. This article presents the development and implementation of a program of outcomes assessment at a 4-year public university in the northeast. Results indicate that students come to college with varying expectations of the role of academic advisors and range on a continuum of academic and social preparation to meet the demands of higher education. A majority of students are meeting the stated learning outcomes. Feedback from this assessment model is being used to improve the quality of services provided to successive cohorts of students at this institution. 相似文献
5.
Work-integrated learning (WIL) is regarded as an important vehicle to assist students’ development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu’s thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular, it highlights the reciprocal relationship between students’ development of vocational ‘being’ and personal ‘being’ through WIL. 相似文献
6.
Jomon A. Paul Mona Sinha Justin D. Cochran 《Decision Sciences Journal of Innovative Education》2023,21(3):123-143
Critical thinking (CT) skills are essential to academic and professional success. Instruments to assess CT often rely on multiple-choice formats with inherent problems. This research presents two instruments for assessing CT, an essay and open-ended group-discussion format, which were implemented in an undergraduate business course at a large public university. The topics were intentionally chosen to be digitally-related (internet access and social media) since they raise complex issues, are applicable in many disciplines, and students are avid users, thereby making these instruments relevant, multidisciplinary, engaging, and multifaceted. These instruments may be adapted to enable educators to effectively assess undergraduate students’ ability to think critically. Qualitative analysis of the verbatim data with NVivo helps demonstrate the instruments’ efficacy in assessing CT, with (1) high-quality responses receiving high grades, and (2) overarching themes identified by content analysis, that coalesce into the three dimensions of social justice theory (distributive, procedural, and interactional), thus illustrating students’ consideration of complex fairness norms and societal needs. Excerpts of student responses are provided as illustrations of the indicators/evidence of critical thinking. Educators can use these instruments to first assess students’ CT skills, and then devise targeted interventions to improve the quality of students’ thought processes. 相似文献
7.
In South Africa, 70 per cent of the population is under 35 years old. South Africa has a vision to increase youth employment by focusing on education, training and skills development that will promote employment opportunities. A work-integrated learning (WIL) partnership model was developed to provide students with work experience and to increase their employability. this article presents the research on the perspectives of students subsequent to their WIL experience. the research method consisted of a structured questionnaire with both closed and open-ended questions. The study findings indicated that students were capable of seeking their own WIL placement and that over 90 per cent of students experienced WIL as rewarding, with multiple opportunities for employment. the article adds theoretical value by increasing the WIL body of knowledge from a student perspective, as well as strategic and practical value by presenting the WIL partnership model that may easily be implemented by lecturers in various disciplines across the continent of Africa and beyond to enable students to enter the workplace with confidence. 相似文献
8.
作为职业教育质量评估的重要方式,职业能力测评已经引起职业教育界的广泛关注,但是对能力测评方案质量的讨论还显得不足。如果测评结果没有真实全面反映被测者的职业能力发展水平,即测评质量达不到教育测量技术标准要求,那么这种测评不但没有价值,甚至有可能有害。文章讨论了COMET职业能力测评的信效度检验方法,为职业院校在评价、选用和构建科学的职业能力测评方法提供借鉴。 相似文献
9.
Chengqing Wu Emmanuel Chanda John Willison 《Assessment & Evaluation in Higher Education》2014,39(1):21-37
Honours research projects in the School of Civil, Environmental and Mining Engineering at the University of Adelaide are run with small groups of students working with an academic supervisor in a chosen area for one year. The research project is mainly self-directed study, which makes it very difficult to fairly assess the contribution of individual students to a group-based research project. Until recently, a paper-based method of self and peer assessment (SPA) for the honours research projects was used to assess the projects. This was unsatisfactory for both students and academic staff, who found that the same mark was often awarded by the peers to each student without feedback. In 2010, therefore, an online SPA tool, SPARK, together with a set of newly developed assessment criteria, were used for SPA by the honours students. The new SPA criteria are based on teamwork and research skills, and the new rating scales reflect standard academic grades. Surveys of the students confirmed that they found the criteria and scales much more suitable for the assessment of group work and design projects. 相似文献
10.
王雪芳 《孝感职业技术学院学报》2014,(4):89-91
专业社团是具有专业特色的学生社团,也是校园里的模拟职场,对高职学生核心能力的培养具有积极的促进作用。文章以湖北职业技术学院七彩印艺协会为例,探讨了专业社团对培养高职学生核心能力的重要作用。 相似文献
11.
ABSTRACT Work-integrated learning (WIL) has assumed life as a central feature of higher education curriculum design in a wide range of disciplines with the ultimate goal of producing work-ready graduates. Under recent Australian government initiatives affecting teacher education, placement forms of WIL have been touted as the panacea for perceived problems with graduate teacher quality; resulting in the national regulation of placement design and length in this discipline. This article reports the findings of a qualitative study into the perspectives of fifteen teacher education students from one regional Australian university. The study investigated these students’ placement experiences and the impact of these experiences on their perceptions of readiness for a career in the teaching profession. Thematic analysis is the method used to identify two key themes in the data collected through semi-structured interviews. Despite recognising the benefits of real-world opportunities for skill development and practice inherent in WIL placement experiences, the study highlights important limitations of these forms of WIL on the development of professional readiness arising from the contextual features of particular placement sites; relationships with workplace supervisors and performance pressure associated with assessment during placements. These findings not only confirm the importance of social processes in the preparation of work-ready graduates but question reliance on placement forms of WIL learning for nurturing graduates’ readiness for professional work. 相似文献
12.
The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated. 相似文献
13.
在医教协同的新时代,医学人才培养质量受到前所未有的关注,学生发展成效是人才培养质量的集中体现。基于高等教育学生发展的增值视角,利用全国代表性的54398份学生调查数据对医科学生发展进行了实证分析。研究发现,医科学生学业成就整体偏低,即相比其他学科,院校期间医科学生能力增值相对较少;医科学生在学生发展上的主要特征表现在专业能力增值上显著更多,临床医学类专业和非临床医学类专业学生在学业成就上存在一定差异,且明显受入学动机的影响;医科学生在学业成就上存在明显的年级特征,其增值在大三年级最为明显,且女性、农村、第一志愿录取的医科学生学业成就相对更高。 相似文献
14.
对全国4461名本科生的问卷调查显示,在控制相关变量的情况下,学习环境的不同维度对本科生专业知识、学科前沿成果、实践能力、表达能力、信息素养、批判性思维、问题解决以及未来规划能力等有显著正向作用。总体而言,高校学习环境对大学生能力发展的影响大于学生背景因素。具体来看,学习环境的不同维度对本科生能力发展影响存在显著差异。其中学习空间对学生专业知识的提升作用较大,学术讲座和科研兴趣支持对学科前沿成果影响最大,任课教师的帮助对学生8项能力均有较大影响,辅导员的帮助在学生未来规划能力提升上具有较大作用。研究认为,应建立和完善高校学习环境支持体系,重视学习环境不同维度的作用,为不同背景的学生能力发展提供差异化的环境支持。 相似文献
15.
Richard Tucker 《Assessment & Evaluation in Higher Education》2013,38(1):74-84
This paper considers the relationship between architecture and construction management students’ overall academic abilities (as measured by Weighted Average Marks [WAMs]), their peer ratings for contributions to team design assignments (as measured by an online Self-and-Peer-Assessment [SAPA] tool), and their specific abilities as building designers (as measured by grades in individual design assignments). The research was conducted to determine whether a student’s prior academic achievements might indicate how well they will work in teams. The research demonstrates a statistically significant relationship between WAMs and SAPA ratings indicating that academically successful students more often than not make good teammates. However, the study also highlights that when peers are assessing contributions to teamwork they are assessing skills and qualities in their teammates other than overall academic ability or the ability to design well. Whilst this study is largely located within the field of design, the findings are relevant to any group work where teachers aim to design assessment that unravels group and individual contribution. 相似文献
16.
大学毕业生成功就业后,从事某一职业时,具体的工作职责要求其所具有的分析、解读、掌握某种技巧和操作等方面的能力称为职业能力。提高大学生职业能力是新世纪经济社会发展对高校人才培养的新要求,也是高校解决毕业生就业难的一种治本之策。高校应主动适应经济社会发展对人才知识、能力、素质提出的要求,优化人才培养模式,以职业需求为导向,培养大学生的职业能力。 相似文献
17.
张立忠 《重庆职业技术学院学报》2011,20(1):4-6
不同的学生评价模式直接导致不同的教学质量观。高职院校学生评价体系应当以职业能力为重点进行构建,职业能力本位的评价模式是对传统学科本位评价模式的挑战。高职院校职业能力本位的学生评价模式是更为公平的一种学生评价方式,更有利于学生个体的发展。 相似文献
18.
We investigated the quality of work-integrated learning (WIL) assessment design in higher education programmes, through review of peer-reviewed studies published internationally and in English, 1990–2015. Such a review is timely in light of vested interests from a range of WIL stakeholders; high-level endorsement of WIL across university programmes; a regulatory environment requiring development and assurance of higher-order learning outcomes; and a WIL assessment literature that identifies a number of challenges and opportunities. We searched six electronic databases, yielding 20 intervention studies that met inclusion criteria. Findings reveal high-quality assessment design, albeit a need for greater involvement of industry/professional partners in assessment practices and stronger alignment between reflective assessment tasks and students' WIL experiences. The evidence base under review largely comprised qualitative and mixed methods studies, with the indication that the quality of the study design had improved over time, although variably across disciplinary fields. The key recommendation from this review is that resources are needed to support research-active WIL academics, partners and students to: (a) design and participate in assessment practices, which promote integration of student learning, across university and work settings, and achievement of higher-order learning outcomes and (b) pursue a collaborative research agenda involving robust evaluation research, inclusive of quantitative studies. 相似文献
19.
Christoph Schneider Rainer Bodensohn 《Assessment in Education: Principles, Policy & Practice》2017,24(2):127-146
AbstractCompetence in assessment has been identified as a key feature in teachers’ professional success. However, assessment competence is a complex field, comprising capacity in both summative and formative assessment. Hence, a detailed view on how student teachers perceive assessment is the focus of this study. Based on an official catalogue of assessment standards, over 900 student teachers repeatedly rated the importance of the standards and the frequency with which they behaved in accordance with the standards in practicum situations. Analyses revealed that (a) students perceived assessment competence as a contextual entity distinguishable from other domains, (b) while they assigned high importance ratings to assessment standards in general, standards concerned specifically with external evaluation were seen as relatively unimportant, and (c) they perceived a rise in their own assessment competence during their teacher education. Taken together, this suggests that in the student view assessment competence is important and develops over time. 相似文献
20.
导师是博士生培养的关键。在与高等教育发达国家比较视野下,从博士生体验和评价视角探析当前我国博士生导师对博士生指导现状及相对水平,可为优化研究生导师指导行为提供支持。经选取Nature调查中代表性发达国家对比发现,我国博士生对导师总体满意,但对导师指导分项满意度还有较大提升空间。具体到导师指导行为上,我国博士生对出版发表、合作机会、资金支持的满意度略高于或接近于发达国家,但在导师学术指导频次,给予心理支持和职业发展指导方面与发达国家存在一定差距,尤其是对导师给予其学术指导,提供参加学术会议、会议报告机会等培养支持满意度处于对比8国的较低水平。基于数据分析和讨论,建议导师遴选应加强对导师指导能力和指导质量的考察,高校对导师的岗位要求和岗位评价等应细化导师指导行为,多渠道为博士生开展同行学术交流创造条件。 相似文献