Making a difference to employability through assessment

Students will know some of the benefits and costs of an undergraduate degree. They will be told of the degree 'premium' and that, over a lifetime, they can expect to be better off. A university education will open doors to professions that will seem distant when completing school educatio...

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Autores principales:	Andrew Hollyhead, Jon Curwin
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2017
Materias:	Employability assessment student engagement skills enhancement Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/57bbdef2ad474e9cbc33bf3527d16af6
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spelling	oai:doaj.org-article:57bbdef2ad474e9cbc33bf3527d16af62021-11-29T14:02:58ZMaking a difference to employability through assessment10.47408/jldhe.v0i12.4201759-667Xhttps://doaj.org/article/57bbdef2ad474e9cbc33bf3527d16af62017-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/420https://doaj.org/toc/1759-667X Students will know some of the benefits and costs of an undergraduate degree. They will be told of the degree 'premium' and that, over a lifetime, they can expect to be better off. A university education will open doors to professions that will seem distant when completing school education. They will anecdotally hear stories about employers expecting a first or upper second. They will also know that some students will never pay back their loans. The reality is that an undergraduate degree can lead to a good job but this is not the case for all students as finding graduate level employment will be very challenging for some. We argue that courses should continually look at ways to enhance the employability of their students. It is understandable that students will see good grades from assessment as the route to a good degree and ultimately to a good job. If assessment can also develop and evidence the skills valued by others, particularly employers, then further benefits are added. There are a number of ways that student employability can be supported, including: careers advice; jobs fairs; visiting speakers and possibly a placement opportunity. We argue that, additionally, assessment can make a difference and with thoughtful design can make an even bigger difference. It is the author's experience that if students are asked what they learnt on their course, they are likely to talk about the outcomes of assessment. If these outcomes also evidence the skills valued by the employer, then this will present a more persuasive response. Assessment is critical for all courses. If assessment can leave the student with outcomes, experience or artefacts that evidence a 'can-do' ability then we argue this must positively impact on employability.Andrew HollyheadJon CurwinAssociation for Learning Development in Higher Education (ALDinHE)articleEmployabilityassessmentstudent engagementskills enhancementTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 12 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Employability assessment student engagement skills enhancement Theory and practice of education LB5-3640
spellingShingle	Employability assessment student engagement skills enhancement Theory and practice of education LB5-3640 Andrew Hollyhead Jon Curwin Making a difference to employability through assessment
description	Students will know some of the benefits and costs of an undergraduate degree. They will be told of the degree 'premium' and that, over a lifetime, they can expect to be better off. A university education will open doors to professions that will seem distant when completing school education. They will anecdotally hear stories about employers expecting a first or upper second. They will also know that some students will never pay back their loans. The reality is that an undergraduate degree can lead to a good job but this is not the case for all students as finding graduate level employment will be very challenging for some. We argue that courses should continually look at ways to enhance the employability of their students. It is understandable that students will see good grades from assessment as the route to a good degree and ultimately to a good job. If assessment can also develop and evidence the skills valued by others, particularly employers, then further benefits are added. There are a number of ways that student employability can be supported, including: careers advice; jobs fairs; visiting speakers and possibly a placement opportunity. We argue that, additionally, assessment can make a difference and with thoughtful design can make an even bigger difference. It is the author's experience that if students are asked what they learnt on their course, they are likely to talk about the outcomes of assessment. If these outcomes also evidence the skills valued by the employer, then this will present a more persuasive response. Assessment is critical for all courses. If assessment can leave the student with outcomes, experience or artefacts that evidence a 'can-do' ability then we argue this must positively impact on employability.
format	article
author	Andrew Hollyhead Jon Curwin
author_facet	Andrew Hollyhead Jon Curwin
author_sort	Andrew Hollyhead
title	Making a difference to employability through assessment
title_short	Making a difference to employability through assessment
title_full	Making a difference to employability through assessment
title_fullStr	Making a difference to employability through assessment
title_full_unstemmed	Making a difference to employability through assessment
title_sort	making a difference to employability through assessment
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2017
url	https://doaj.org/article/57bbdef2ad474e9cbc33bf3527d16af6
work_keys_str_mv	AT andrewhollyhead makingadifferencetoemployabilitythroughassessment AT joncurwin makingadifferencetoemployabilitythroughassessment
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Making a difference to employability through assessment

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