Practical typology of authentic work-integrated learning activities and assessments


Friederika Kaider, Rachael Hains-Wesson, Karen Young (2017). Practical typology of authentic work-integrated learning activities and assessments. Asia-Pacific Journal of Cooperative Education, 18(2), 153-165.


Friederika Kaider Karen Young Rachael Hains-Wesson


APJCE work-integrated learning Authentic assessment non-placement WIL work-related assessment typology


Increased graduate employment is an aspiration of Australian universities who are adopting new and innovative approaches to ensure that all students have opportunities to develop the employability skills much sought after by employers. Placements have been a traditional means for developing such skills but because these are not available to all students other non-placement activities such as industry and community projects, and simulated learning environments have become alternative ways of assisting students become job-ready. These authentic work-related activities enable students to apply and practice disciplinary learning in workplace contexts as well as develop graduate capabilities. A study at an Australian University investigated 1,500 assessments from 40 courses across four Faculties to determine the nature and extent to which authentic assessments were being embedded in courses. This paper presents the development of an authentic assessment framework and typology that was employed to conduct the action-in-research investigation and to illustrate the investigative outcome, as well as holding prospects as a curriculum development tool and student engagement and development tool.

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