There is a substantial body of literature detailing the advantages ofexperiential and authentic learning opportunities, and evidence that theyare common within tertiary journalism education. However, researchabout practical journalism assessment is limited (Steel, Carmichael,Holmes, Kinse & Sanders, 2007). This paper uses Gulikers, Bastiaens andKirscher's (2004) Five-Point Framework for Authentic Assessment todesign a practical body of assessment for a Journalism Research Methodsclass. Although the level of support first-year journalism studentsrequired impacted on the fidelity of the exercise, students' reflections onthe experience support scholars' claims that authentic and experientialassessment opportunities increase motivation and prompt students toplay a more active role in learning.
|Title of host publication||Scholarship of Teaching and Learning @ Bond, Vol 2|
|Editors||K Wood, D Knight, S Kinash|
|Place of Publication||Robina|
|Number of pages||12|
|Publication status||Published - 2012|
Graham, C. (2012). Real-life reporting: Authentic journalism assessment, student motivation and active learning. In K. Wood, D. Knight, & S. Kinash (Eds.), Scholarship of Teaching and Learning @ Bond, Vol 2 (2nd ed., Vol. 2, pp. 94-105). Robina: Bond University.