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STEM academic teachers’ experiences of undertaking authentic assessment-led reform: a mixed method approach

Version 2 2024-06-03, 17:29
Version 1 2019-04-11, 15:45
journal contribution
posted on 2024-06-03, 17:29 authored by R Hains-Wesson, V Pollard, F Kaider, Karen YoungKaren Young
A large-scale investigation was conducted at an Australian University to document and analyze authentic work-related assessment types for a university-wide major course review (Kaider, F., and R. Hains-Wesson. 2016. Enhancing Courses for Employability. Melbourne: Australian Collaborative Education Network. Report.). This study provides further insights into Science, Engineering, Technology and Mathematics (STEM) teachers’ experiences in undertaking authentic assessment-led reform. STEM teachers participated in an online survey and a recorded interview to elicit their perceptions of authentic assessment-led activities. A mixed methods approach was used with two key themes emerging: (1) purpose and approach, which highlighted the importance of introducing a shared understanding for effective authentic assessment-led reform and (2) working with industry, which illustrated the requirement to provide teachers with additional support options when working with industry. In this paper, we discuss the implications of the findings along with the presentation of a set of key recommendations for supporting teachers when renewing STEM education.

History

Journal

Studies in higher education

Volume

45

Pagination

1797-1808

Location

Abingdon, Eng.

ISSN

0307-5079

eISSN

1470-174X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, Society for Research into Higher Education

Issue

9

Publisher

Taylor & Francis