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Employability and Assessment and Feedback

This paper explores the shift from traditional assessment patterns to innovative methods in higher education to enhance employability. It discusses implications for learning, the significance of real-world assessment, and the integration of assessment strategies. The presentation was given at the APSA Teaching and Learning Conference in 2012.

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Employability and Assessment and Feedback

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  1. Employability and Assessment and Feedback Alasdair Blair ablair@dmu.ac.uk Paper presented at workshop on ‘Preparing Graduates for the Changing World of Work: British Perspectives on Addressing the “Employability” Agenda in Political Science’, American Political Studies Association Teaching and Learning Conference, Washington DC, 17th-19th February, 2012

  2. Traditional Assessment Patterns • Essays • End of year/module exams • Dissertation

  3. Implications for learning • Surface learning • Focus on memorisation • Segmentation of learning • Driven purely by task completion

  4. Significance for employability • Traditional emphasis on general skills • Reading • Writing • Digesting information • Implications • What job can I do? • Where is the practice of Politics? • Assessment for the real world?

  5. Changes patterns of assessment • Presentations • Simulations • Written reports • Document analysis • Placements • Reflective journals and blogs

  6. Bolt on or Integrated? • Assessment innovations • A sop to employability? • Downgrading of critical thinking skills? • Too many ‘easy’ assessments? • Students graduating with employability bot not graduateness?

  7. SMART Assessment • Scaffolded • Motivating • Active • Reflective • Timely

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