Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts
Journal Publication ResearchOnline@JCUAbstract
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.
Journal
Teaching in Higher Education
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Volume
28
ISBN/ISSN
1470-1294
Edition
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Issue
4
Pages Count
20
Location
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Publisher
Taylor & Francis
Publisher Url
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Publisher Location
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Publish Date
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Url
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Date
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EISSN
N/A
DOI
10.1080/13562517.2020.1863348