NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1286236
Record Type: Journal
Publication Date: 2021
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2538-1032
EISSN: N/A
Fear or Favor: Student Views on Embedding Authentic Assessments in Journalism Education
Fulton, Janet; Scott, Paul; Biggins, Felicity; Koutsoukos, Christina
International Journal of Work-Integrated Learning, v22 n1 p57-71 2021
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. [Note: The page range (58-71) shown on the PDF is incorrect. The correct page range for this article should be p57-71.]
New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A