Real World Learning and Authentic Assessment

Melanie Archer; Dawn Morley; Jean-Baptiste R. G. Souppez

doi:10.1007/978-3-030-46951-1

Real World Learning and Authentic Assessment

Melanie Archer, Dawn Morley, Jean-Baptiste R. G. Souppez

Research output: Chapter in Book/Published conference output › Chapter (peer-reviewed) › peer-review

Abstract

As students increasingly adopt a consumerist lifestyle academics are under pressure to assess and mark more students’ assignments in quicker turn around periods. In no other area is the marketisation shift between student and academic more apparent in the accountability that academics now need to demonstrate to students in their grading and feedback (Boud & Molloy, 2013). When evaluating their higher education experience students are most likely to complain about their grading or feedback (Boud & Molloy, 2013) and National Student Survey results consistently indicate that this category, more than any other, has the highest student dissatisfaction rates (Race, 2014).

Original language	English
Title of host publication	Applied Pedagogies for Higher Education: Real World Learning and Innovation across the Curriculum
Editors	Dawn Morley, Md Golam Jamil
Publisher	Palgrave Macmillan
ISBN (Electronic)	978-3-030-46951-1
ISBN (Print)	978-3-030-46950-4
DOIs	https://doi.org/10.1007/978-3-030-46951-1
Publication status	Published - 2021

Bibliographical note

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10.1007/978-3-030-46951-1Licence: CC BY 3.0

Real World Learning and Authentic Assessment
© The Author(s) 2021
Final published version, 323 KBLicence: CC BY 3.0

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Real World Learning and Authentic Assessment. / Archer, Melanie; Morley, Dawn; Souppez, Jean-Baptiste R. G.
Applied Pedagogies for Higher Education: Real World Learning and Innovation across the Curriculum. ed. / Dawn Morley; Md Golam Jamil. Palgrave Macmillan, 2021.

Research output: Chapter in Book/Published conference output › Chapter (peer-reviewed) › peer-review

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AB - As students increasingly adopt a consumerist lifestyle academics are under pressure to assess and mark more students’ assignments in quicker turn around periods. In no other area is the marketisation shift between student and academic more apparent in the accountability that academics now need to demonstrate to students in their grading and feedback (Boud & Molloy, 2013). When evaluating their higher education experience students are most likely to complain about their grading or feedback (Boud & Molloy, 2013) and National Student Survey results consistently indicate that this category, more than any other, has the highest student dissatisfaction rates (Race, 2014).

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Real World Learning and Authentic Assessment

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