Developing and assessing work readiness using reflective practice

Mills, Anthony J. 2013, Developing and assessing work readiness using reflective practice, in ASC 2013 : Proceedings of the 49th Annual Associated Schools of Construction International Conference, Associated Schools of Construction, Hattiesburg, Miss., pp. 1-11.

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Title Developing and assessing work readiness using reflective practice
Author(s) Mills, Anthony J.ORCID iD for Mills, Anthony J.
Conference name Associated Schools of Construction. Conference (49th : 2013 : San Luis Obispo, California)
Conference location San Luis Obispo, California
Conference dates 9-13 Apr. 2013
Title of proceedings ASC 2013 : Proceedings of the 49th Annual Associated Schools of Construction International Conference
Editor(s) Sulbran, Tulio
Publication date 2013
Conference series Associated Schools of Construction Conference
Start page 1
End page 11
Total pages 11
Publisher Associated Schools of Construction
Place of publication Hattiesburg, Miss.
Keyword(s) work-integrated learning
graduate attributes
cooperative education
Summary One of the most significant assessment challenges in higher education is how to authentically assess the acquisition of graduate attributes. When the assessment of attributes is developed to prepare students for the real world context or work place, it becomes even more challenging and complex. This paper presents a study of assessing work-integrated learning: a curriculum intervention within the discipline of the Built Environment, which sought to actively foster the development of graduate attributes to prepare students for the workforce. The research explores how the assessment of graduate attributes can be validated, and ultimately enhanced, by understanding the learning journey from the student perspective. The research focuses on the distinctive issues associated with Work-Integrated Learning (WIL) using an industry-mentored project, on a construction related issue. The students were asked to capture their reflections in the form of reflective diaries, which were prepared weekly throughout the subject. The research showed that many students expressed very positive views about their learning experiences. This occurred in spite of the challenges caused by the formal assessment process that were undertaken as part of the subject. The implications of the study are examined in relation to both the construction management discipline and wider context of assessing graduate attributes in higher education The paper suggest that giving voice to the student-learning journey offers a powerful lens through which the assessment of attributes can be validated.
Language eng
Field of Research 120201 Building Construction Management and Project Planning
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2013, Associated Schools of Construction
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Document type: Conference Paper
Collection: School of Architecture and Built Environment
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