From we ask to iASK: a self-reflection strategy that enables students to connect assessment and employability

Dino Spagnoli, Shelley Kinash, Trina Jorre De St Jorre, Sally Male, Clare M Mouat, Kevin McDougall

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Abstract

Most students acknowledge shared responsibility, with the university, for their employability development. Many academics use assessments as the main driver for motivating students to learn. At the intersection between employability, assessment and learning, the emergent research question is - what are the mechanisms by which course-based employability is fostered? Prior research reveals that although academics identified course-based assessment as the key employability mechanism, neither students nor employers registered this conceptualisation, and thus purpose of assessment. The aim of this research was to stimulate and communicate the direct connection between assessment and employability to students and interpret their response. Over 100 first-year students, across a metropolitan and regional Australian university, participated. Students were directed to use a simple reflective tool, dubbed iASK by the researchers, that probed employability elements of identity, Attributes, Skills, and Knowledge. The research revealed the resulting student view that regular course based assessment can develop their employability skills in communication and independence, but not in critical thinking and global citizenship.
Original languageEnglish
Pages (from-to)71-87
Number of pages17
JournalJournal of Teaching and Learning for Graduate Employability
Volume14
Issue number1
DOIs
Publication statusPublished - 2023

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