Exploring business students' perceptions of authentic project-based and work-integrated assessments
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Authors
Mirzaei, M.
Hebblethwaite, Denisa
Yates, A.
Hebblethwaite, Denisa
Yates, A.
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Date
2024
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Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
business students
business education
project-based learning
work-integrated learning (WIL)
student assessment
perceptions
business education
project-based learning
work-integrated learning (WIL)
student assessment
perceptions
Citation
Mirzaei, M., Hebblethwaite, D., & Yates, A. (2024). Exploring business students' perceptions of authentic project-based and work-integrated assessments. International Journal of Work-Integrated Learning, 25(2), 183-199.
https://hdl.handle.net/10652/6615
Abstract
This study draws on the perceptions of students who have completed authentic project-based and work-integrated assessments and explores their perception of authenticity of the assessments in terms of real work projects. In response to industry and government expectations for work-ready graduates three authentic assessments, were developed in collaboration with industry partners, covering different business program subjects. Drawing on the literature, a three-dimensional framework for authentic assessment in workplace learning was developed. These dimensions — realism, producing an authentic product, and workplace-based judgment criteria — formed the basis for thematic analysis of students’ perceptions. A case study approach was used with three authentic assessment cases. Qualitative data was gathered via focus groups and surveys guided by the three-dimensional framework. Findings suggest that factors such as social environments created by engaging with industry, realistic tasks that replicated industry activities, and working in teams contributed to the perception of an authentic project based and work-integrated assessment.
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International Journal of Work-Integrated Learning Editorial Board
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CC BY Attribution 4.0 International