Authentic assessment and work-based learning: the case of professional studies in a post-COVID Australia

Abstract

Purpose

To explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research.

Design/methodology/approach

The relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case example to identify unique pedagogical features of work-based learning as they are linked to assessment.

Findings

A dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented.

Originality/value

The pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined.

Citation

Fergusson, L., van der Laan, L., Imran, S. and Danaher, P.A. (2022), "Authentic assessment and work-based learning: the case of professional studies in a post-COVID Australia", Higher Education, Skills and Work-Based Learning, Vol. 12 No. 6, pp. 1189-1210. https://doi.org/10.1108/HESWBL-03-2022-0074