Does the summative assessment of real world learning using criterion-referenced assessment need to be discipline specific?
Burton, Kelley J. (2009) Does the summative assessment of real world learning using criterion-referenced assessment need to be discipline specific? In Milton, John, Hall, Cathy, Lang, Josephine, Allan, Garry, & Milton, Nomikoudis (Eds.) Proceedings of ATN Assessment Conference 2009 : Assessment in Different Dimensions, Learning and Teaching Unit, RMIT University, Royal Melbourne Institute of Technology, Melbourne, pp. 94-103.
This paper synthesises the existing literature on the contemporary conception of ‘real world’ and compares it with similar notions such as ‘authentic’ and ‘work integrated learning’. While the term ‘real world’ may be partly dependent on the discipline, it does not necessarily follow that the criterion-referenced assessment of ‘real world’ assessment must involve criteria and performance descriptors that are discipline specific. Two examples of summative assessment (court report and trial process exercise) from a final year core subject at the Queensland University of Technology, LWB432 Evidence, emphasise real world learning, are authentic, innovative and better prepare students for the transition into the workplace than more generic forms of assessment such as tutorial participation or oral presentations. The court report requires students to attend a criminal trial in a Queensland Court and complete a two page report on what they saw in practice compared with what they learned in the classroom. The trial process exercise is a 50 minute written closed book activity conducted in tutorials, where students plan questions that they would ask their witness in examination-in-chief, plan questions that they would ask their opponent’s witness in cross-examination, plan questions that they would ask in reexamination given what their opponent asked in cross-examination, and prepare written objections to their opponent’s questions. The trial process exercise simulates the real world, whereas the court report involves observing the real world, and both assessment items are important to the role of counsel. The design of the criterion-referenced assessment rubrics for the court report and trial process exercise is justified by the literature. Notably, the criteria and performance descriptors are not necessarily law specific and this paper highlights the parts that may be easily transferred to other disciplines.
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|Item Type:||Conference Paper|
|Keywords:||Criterion-referenced , Assessment, Authentic, Real world learning, Work integrated learning, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > LAW (180100) > Law not elsewhere classified (180199)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Law|
Current > Research Centres > Law and Justice Research Centre
Current > Schools > School of Law
|Copyright Owner:||Copyright 2009 [please consult the auhtor]|
|Deposited On:||29 Jan 2010 10:37|
|Last Modified:||10 Jun 2010 00:19|
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