- Title
- Fear or favor: Student views on embedding authentic assessments in journalism education
- Creator
- Fulton, Janet; Scott, Paul; Biggins, Felicity; Koutsoukos, Christina
- Relation
- International Journal of Work-Integrated Learning Vol. 22, Issue 1, p. 58-71
- Relation
- https://www.ijwil.org/
- Publisher
- New Zealand Association for Cooperative Education
- Resource Type
- journal article
- Date
- 2021
- Description
- Work-integrated learning (WIL) is becoming increasingly important in university education and research demonstrates work experience increases graduate employability. At the University of Newcastle, WIL is a critical component in the journalism major offered in the Communication program and one strategy to increase employability is to embed authentic assessments throughout the journalism courses. Formal student feedback at University of Newcastle typically demonstrates that authentic assessments are appreciated by journalism students but that may not be the entire story. Opportunities for publication of their work in national student outlets such as The Junction have demonstrated many of the students lack confidence to seek that opportunity. This article is reporting on a survey of students undertaking the journalism major at University of Newcastle and their attitudes to, and experiences with, authentic assessments. The research examines and analyses the students’ attitudes to WIL and how academic staff might enhance the learning experience and employability prospects for students.
- Subject
- work-integrated learning; work related projects/competitions; authentic assessments; journalism education; WIL; SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1468239
- Identifier
- uon:48025
- Identifier
- ISSN:2538-1032
- Rights
- © Author(s) 2021. This work is distributed under the Creative Commons Attribution 4.0 License.
- Language
- eng
- Full Text
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Goal 4: Quality Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
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