Search Results

Purpose: The purpose of authentic assessment can enrich students with a set of skills that can have a significant impact on their employability. The key aim of these actions is to equip students with the practical skills to be work ready. The focus here is to demonstrate effects on student satisfaction and observations from teaching staff accrued over several semesters in an educational institution after introducing authentic assessments. Design/methodology/approach: This paper used a set of scaffolded authentic assessments for students in logistics and supply chain management (LSCM). A combination of literature and expert input was used to design and implement the authentic assessment. A multi-phase systematic approach using cyclical model steps articulated the course learning outcomes (CLOs). Findings: Reinforced evidence that authentic assessments create options for divergent learners and provide opportunities for applying practical and higher-order cognitive skills in tertiary education system of an emerging economy. With the focus on student ability in doing things, students with diversified backgrounds and abilities in Asia can be encouraged to take an active role in their own learning. The formats of the newly redesigned assessments allow multidimensional cognitive capabilities such as art development (posters and video tasks) and reflective exercises. Importantly, formative types of authentic assessments help to decrease the level of anxiety by emphasising the aspect of doing and lead to better student satisfaction with the courses. All of these effects are shown to be repeatable in an Asian economy. Practical implications: Authentic assessments prepare students for the new world of work through a more focused scaffolding of their learning. Originality/value: Stimulation of deeper learning in tertiary education students is relevant for a top performing Asian economy.

Published abstract. Show less

Purpose: This article addresses the experience of academic developers and academic staff during the transition of assessment practices in an English-speaking international university campus in South East Asia. The project examined in the study was born out of the institutional strategy focused on producing graduates ready for employment. Design/methodology/approach: A case study from a Business discipline highlights key factors in curricula change from the academic perspective.

Findings: This study focuses on what it meant for the academic teaching and academic development teams to work together to bridge the broadly strategic with the local practical implementation. Potential implications for others embarking on academic development within large-scale strategic projects are also provided. Originality/value: This paper offers a discussion of the symbiotic relationship between management, academic staff and academic developers (Roxa and Martensson, 2008) generated by the transition to authentic assessment as a key element in the development of student employability.

Published abstract. Show less