Kathy Henschke et al 2008
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Kathy Henschke et al 2008
- 1. Establishing a multi-dimensional quality framework for assessing work-based learning Kathy Henschke, Beverley Jackling, Friederika Kaider, Joan Richardson Acknowledgements: Mark Tolson, Lynn Yu
- 15. Criteria for the CCARDS Assessment Framework RMIT University© C ONTEXTUAL Does the assessment tool provide for the integration of workplace information? C APABILITY DRIVEN Does the assessment tool specifically measure the discipline-specific capabilities and graduate attributes / employability skills articulated in the course objectives? A CTION-BASED LEARNING Does the assessment tool promote the improvement cycle of action based learning? R ELATIONSHIP COLLABORATION Does the assessment tool factor in feedback from workplace players? How do all the stakeholders collaborate and relate? D EVELOPMENTAL Is the assessment tool developmental in nature? Does it specifically provide for formative feedback and assessment? S TUDENT–CENTRED Does the assessment tool recognise the self-directed learning and increased responsibility that the student takes in learning in the workplace?
- 16. Case Study: Using CCARDS Framework RMIT University© C ONTEXTUAL Does the assessment tool provide for the integration of workplace information? eg organisational analysis C APABILITY DRIVEN Does the assessment tool specifically measure the discipline-specific capabilities and graduate attributes / employability skills articulated in the course objectives? eg innovation, problem solving, business communications A CTION-BASED LEARNING Does the assessment tool promote the improvement cycle? eg project plans and report on achievements R ELATIONSHIP COLLABORATION Does the assessment tool factor in feedback from workplace players? How do all the stakeholders relate? eg negotiated partnerships between students, workplace supervisor & academic supervisor D EVELOPMENTAL Is the assessment tool developmental in nature? eg formative feedback on learning activities S TUDENT–CENTRED Does the assessment tool recognise the self-directed learning and increased responsibility by the student? eg reflective journals
- 17. Assessment CCARDS RMIT University© D A R C C S
Notes de l'éditeur
- Not work-placed but work-based. Work-placed learning – learning in domain of organisations (training courses etc for staff) Work-integrated learning – learning driven by university curriculum but located in workplace. What is IBL Broad purpose More detailed purpose Learning To motivate students To diagnose strengths and weaknesses To provide feedback To consolidate work done to date To help students develop their capacity for self-assessment To establish the level of achievement at the end of a unit of study Certification To establish the level of achievement at the end of a programme of study To pass or fail a student To grade or rank a student (with reference to norms and/or criteria) To underwrite a ‘licence to practise’ To demonstrate conformity with external regulations, such as those of a professional or statutory body To select for employment, further educational activity, etc. To predict future performance Quality assurance To assess the extent to which a programme’s aims have been achieved To judge the effectiveness of the learning environment To provide feedback to teachers regarding their personal effectiveness To monitor levels of achievement over time To assure interested parties that the programme or unit of study is of an appropriate standard To protect the relevant profession To protect the public Table 1 Purposes of assessment Note: This Table draws on Atkins et al (1993), Brown et al (1997, p.11), Yorke (1998, p.178) and Micklin and Kenworthy (2000, pp.108-9).