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Contribution to Book
Real-life: Authentic journalism assessment, student motivation and active learning
Scholarship of Teaching and Learning, Bond University Vol. 2
  • Caroline Graham, Bond University
Date of this Version
1-1-2012
Document Type
Book Chapter
Publication Details

Citation only

Graham, C. (2012). Real-life: Authentic journalism assessment, student motivation and active learning. In K. Wood, D. Knight & S. Kinash (Eds.) Scholarship of teaching and learning at Bond: Fostering early career research, vol. 2, (pp 94- 105). Gold Coast, Queensland, Australia: Office of Learning and Teaching, Bond University.

Access the publisher's website.

2012 HERDC submission. FoR code:130103

© Copyright Office of Learning and Teaching, Bond University, 2012

ISBN
9781922183026
Abstract

There is a substantial body of literature detailing the advantages of experiential and authentic learning opportunities, and evidence that they are common within tertiary journalism education. However, research about practical journalism assessment is limited (Steel, Carmichael, Holmes, Kinse & Sanders, 2007). This paper uses Gulikers, Bastiaens and Kirscher's (2004) Five-Point Framework for Authentic Assessment to design a practical body of assessment for a Journalism Research Methods class. Although the level of support first-year journalism students required impacted on the fidelity of the exercise, students' reflections on the experience support scholars' claims that authentic and experiential assessment opportunities increase motivation and prompt students to play a more active role in learning.

Citation Information
Caroline Graham. "Real-life: Authentic journalism assessment, student motivation and active learning" Gold Coast, QueenslandScholarship of Teaching and Learning, Bond University Vol. 2 Vol. 2 (2012) p. 94 - 105
Available at: http://works.bepress.com/caroline_graham/4/