Real World Learning and Authentic Assessment

Abstract

Archer, Morley and Souppez critique the value of building authentic assessment to reflect better a real world learning approach that prepares students more explicitly for employment after graduation. The two case studies within this chapter are drawn from the different disciplines of festival and event management and yacht design; both aim to prepare students for their respective industries from the onset of their degree programmes. The case studies present how the use of well-managed pedagogic strategies, such as peer review and assessment, reflective practice and the use of formative feedback, can prepare students successfully for authentic and high-risk summative assessments. The authors argue for a learning and teaching approach that emphasises sequential, real world assessment that focuses on student longitudinal development.

Pedagogy 4.0: Employability Skills and Computer Aided Design (CAD) Education for Industry 4.0

“…Consequently, this study aims to identify the key computeraided skills and attributes to equip the next generation of engineers for Industry 4.0 and support their employability in a fast-paced industrial world. This has been a significant focus of engineering education in recent years, advocating for realworld learning [34] through approaches such as problem-based learning [35], [36] and the conceive, design, implement, and operate (CDIO) framework [37], [38]. Moreover, the present research investigates students' perception of the state-of-theart in CAD education [39]- [41] to eventually offer a novel approach to teaching computer-based skills for Industry 4.0, termed Pedagogy 4.0.…”