Authentic assessment and work-based learning: the case of professional studies in a post-COVID Australia

Abstract

PurposeTo explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research.Design/methodology/approachThe relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case example to identify unique pedagogical features of work-based learning as they are linked to assessment.FindingsA dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented.Originality/valueThe pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined.