Embedding of authentic assessment in work-integrated learning curriculum
Contemporary perspectives of higher education endorse a work integrated learning (WIL) approach to curriculum content, delivery and assessment. It is agreed that authenticity in learning relates to real-world experience, however, differentiating and strategically linking WIL provision and facilitation to assessment tasks and collation of authentic student evidence is critical. Irrespective of whether authentic learning tasks can be achieved in the education or workplace settings, the imperative of why an assessment is regarded as highly or minimally authentic needs to be better understood. The... Show more
Authors: Bosco, Anna Maria; Ferns, Sonia
Published: Hamilton, New Zealand, New Zealand Association for Cooperative Education, 2014
Resource type: Article
Access item: http://www.apjce.org/files/APJCE_15_4_281_290.pdf
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