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

Journal article

Hains-Wesson, Rachael, Pollard, Vikki, Kaider, Friederika and Karen, Young. (2020). STEM academic teachers’ experiences of undertaking authentic assessment-led reform : a mixed method approach. Studies in Higher Education. 45(9), pp. 1797-1808. https://doi.org/10.1080/03075079.2019.1593350
AuthorsHains-Wesson, Rachael, Pollard, Vikki, Kaider, Friederika and Karen, Young
Abstract

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.

KeywordsAssessment-led reform ; STEM education renewal ; Teacher perception ; Authentic assessment
Year01 Jan 2020
JournalStudies in Higher Education
Journal citation45 (9), pp. 1797-1808
PublisherTaylor & Francis Australasia
ISSN0307-5079
Digital Object Identifier (DOI)https://doi.org/10.1080/03075079.2019.1593350
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1593350
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1797-1808
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All rights reserved
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Output statusPublished
Publication dates
Online21 Mar 2019
Publication process dates
Deposited12 Apr 2024
Additional information

© 2019 Society for Research into Higher Education

Place of publicationAustralia
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