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Swinburne University of Technology Cycle 2 AUQA audit portfolio Page 41
4.5 ‘Real world’ learning
Assessment design and practice
The Professional Learning Model has necessitated much rethinking at Swinburne on ways to
assess learning – particularly in the context of experiential, ‘real world’ delivery. As a result,
there is a growing emphasis on formative assessment within units and within programs to
provide useful feedback to students. There is also recognition of a need to expand and clarify
assessment requirements, guidelines and marking criteria; and to engage students in the
assessment process as a learning experience.
Further, the move to embed graduate attributes and generic skills deeply into the curriculum
requires more attention to the way in which attainment is validated through assessment.
Similarly, experiential learning demands consistent assessment criteria for group project work,
case study exercises, industry-based learning and online discussions, and the inclusion of
reflective components in program delivery.
Capstone projects
The 2005 – 06 review of programs identified several successful learning and assessment
practices with wide applicability. In particular, well-structured examples of project-focused,
group and interdisciplinary approaches were identified, including examples of effective
student engagement with external clients and partners. Discussions with students, staff
and external parties indicated that these practices enrich student experience and improve
learning outcomes. In addition, the experience of universities using such pedagogical
models internationally indicated that professionally-oriented projects provide students with
opportunities to engage in industry-relevant, collaborative, and self-directed learning in their
undergraduate studies.
For these reasons, final-year ‘capstone’ projects are now a vital component of the Professional
Learning Model. Excluding small numbers of articulating students, all undergraduates will
take at least two major project units (each a quarter of a year’s load, usually scheduled in final
year) within their degree program by 2010. These capstone projects generally involve:
w major tasks – discipline-specific, multidisciplinary and/or inter-faculty – to be achieved
over one or two 12.5 credit point units of study, with students working individually or in
teams
w open-structured, authentic professional activities and challenges, with students expected
to: 1) apply and/or synthesise a broad range of previously acquired knowledge and skills;
2) acquire new knowledge and skills; 3) develop the skills, behaviours and attitudes
required of a professional in the workplace; and 4) become self-directed learners,
independently seeking resources, and peer and professional assistance as needed
w opportunities to work in a real-world context, to extend learning beyond the lecture
theatre or classroom, and to access professional facilities such as laboratories, studios
and equipment appropriate to project requirements