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

被引：7

作者：

Hains-Wesson, Rachael ^{[1
]}

Pollard, Vikki ^{[2
]}

Kaider, Friederika ^{[3
]}

Young, Karen ^{[3
]}

机构：

[1] Univ Sydney, Sch Business, Room 4042,Abercrombie Bldg H70, Sydney, NSW 2006, Australia

[2] Holmesglen Inst, Southbank, Australia

[3] Deakin Univ, Melbourne, Vic, Australia

来源：

STUDIES IN HIGHER EDUCATION | 2020年 / 45卷 / 09期

关键词：

Assessment-led reform; STEM education renewal; teacher perception; authentic assessment; GRADUATE ATTRIBUTES; CURRICULUM; PERSPECTIVES; PERCEPTIONS; FRAMEWORK;

D O I：

10.1080/03075079.2019.1593350

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：1797 / 1808

页数：12