Changing representations of student achievement: The need for innovation

Ajjawi, R; Boud, D

Changing representations of student achievement: The need for innovation

Ajjawi, R Boud, D

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Publisher:: Taylor and Francis Group
Publication Type:: Journal Article
Citation:: Innovations in Education and Teaching International, 2024, 61, (3), pp. 597-607
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Ajjawi, R
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.date.accessioned	2024-05-25T05:52:50Z
dc.date.available	2024-05-25T05:52:50Z
dc.date.issued	2024-01-01
dc.identifier.citation	Innovations in Education and Teaching International, 2024, 61, (3), pp. 597-607
dc.identifier.issn	1470-3297
dc.identifier.issn	1470-3300
dc.identifier.uri	http://hdl.handle.net/10453/179198
dc.description.abstract	Transcripts and testamurs serve to confirm the award of a degree but offer limited information on what a student can actually do. This conceptual paper considers the problem of how graduate achievements are represented by universities in typically reductive and limited ways that do not enable student achievements and distinctiveness to be communicated to future employers, communities and students themselves. It argues that refinements to existing methods for the design and development of assessment are needed to encompass both university validated and contextualised credentials along with student-constructed portrayals of achievement and personas. Significant change is needed to assessment design, data capture and storage and the ways in which learning outcomes are tracked across a program and over time. Innovations in assessment representation should strengthen employer trust in the value of degrees, student trust in assessment processes and scaffold student agency in curating their employability narratives.
dc.language	English
dc.publisher	Taylor and Francis Group
dc.relation.ispartof	Innovations in Education and Teaching International
dc.relation.isbasedon	10.1080/14703297.2023.2192513
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.subject.classification	39 Education
dc.title	Changing representations of student achievement: The need for innovation
dc.type	Journal Article
utslib.citation.volume	61
utslib.for	13 Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2024-05-25T05:52:49Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	61
utslib.citation.issue	3

Abstract:

Transcripts and testamurs serve to confirm the award of a degree but offer limited information on what a student can actually do. This conceptual paper considers the problem of how graduate achievements are represented by universities in typically reductive and limited ways that do not enable student achievements and distinctiveness to be communicated to future employers, communities and students themselves. It argues that refinements to existing methods for the design and development of assessment are needed to encompass both university validated and contextualised credentials along with student-constructed portrayals of achievement and personas. Significant change is needed to assessment design, data capture and storage and the ways in which learning outcomes are tracked across a program and over time. Innovations in assessment representation should strengthen employer trust in the value of degrees, student trust in assessment processes and scaffold student agency in curating their employability narratives.

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http://hdl.handle.net/10453/179198