Real-world assessment as an integral component of an undergraduate science communication program
Orthia, Lindy; Grant, William; Lamberts, Roderick; McKinnon, Merryn
Description
This paper discusses Australia's oldest and largest undergraduate science communication program: that offered at the Centre for the Public Awareness of Science at the Australian National University. We outline the history of the program, and explain the pedagogy that drove its development. In particular, we address the assessment of student learning, which focuses on 'real-world' tasks. The four main assessment approaches discussed are 1) online blogs and opinion pieces; 2) a student...[Show more]
dc.contributor.author | Orthia, Lindy | |
---|---|---|
dc.contributor.author | Grant, William | |
dc.contributor.author | Lamberts, Roderick | |
dc.contributor.author | McKinnon, Merryn | |
dc.date.accessioned | 2015-12-13T22:35:18Z | |
dc.identifier.issn | 2200-4270 | |
dc.identifier.uri | http://hdl.handle.net/1885/76528 | |
dc.description.abstract | This paper discusses Australia's oldest and largest undergraduate science communication program: that offered at the Centre for the Public Awareness of Science at the Australian National University. We outline the history of the program, and explain the pedagogy that drove its development. In particular, we address the assessment of student learning, which focuses on 'real-world' tasks. The four main assessment approaches discussed are 1) online blogs and opinion pieces; 2) a student conference, 3) research publication, and 4) work-integrated learning. These assessment approaches specifically target skills required by graduates to achieve both within the university and professionally. The different approaches require students to employ diverse communication techniques and strategies appropriate to their chosen audience. Students also gain practical experience outside of the university context, allowing them to recognise the relevance of their studies within an industry, private or government environment. Although these assessment practices are embedded in a specific science communication curriculum, we suggest that they can be incorporated within any science discipline major. | |
dc.publisher | University of Sydney | |
dc.source | International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International) | |
dc.title | Real-world assessment as an integral component of an undergraduate science communication program | |
dc.type | Journal article | |
local.description.notes | Imported from ARIES | |
local.identifier.citationvolume | 22 | |
dc.date.issued | 2014 | |
local.identifier.absfor | 160808 - Sociology and Social Studies of Science and Technology | |
local.identifier.ariespublication | U3488905xPUB5344 | |
local.type.status | Published Version | |
local.contributor.affiliation | McKinnon, Merryn, College of Physical and Mathematical Sciences, ANU | |
local.contributor.affiliation | Orthia, Lindl, College of Physical and Mathematical Sciences, ANU | |
local.contributor.affiliation | Grant, William, College of Physical and Mathematical Sciences, ANU | |
local.contributor.affiliation | Lamberts, Roderick, College of Physical and Mathematical Sciences, ANU | |
local.description.embargo | 2037-12-31 | |
local.bibliographicCitation.issue | 5 | |
local.bibliographicCitation.startpage | 1 | |
local.bibliographicCitation.lastpage | 13 | |
dc.date.updated | 2015-12-11T09:27:10Z | |
local.identifier.scopusID | 2-s2.0-84920944577 | |
Collections | ANU Research Publications |
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