Career action plans: students setting their own learning objectives, self-assessing and the learning cycle
Career development learning is the most natural of allies to an institutional aim of encouraging student learning beyond graduation.
Careers practitioners recognise that students become both author and agent of their future learning when it coincides with their own unique and emergent career plans for life, learning and work.
Career action plans give rise to students setting personal goals, self-assessing, discovering opportunities, making decisions and acquiring skills.
And, what do university educators want – they want students to be assessors of their own learning! Is this an opportunity?
Orientating students towards future or lifelong learning
This application demonstrates innovation in mapping higher education literature (ie.: identifying the general nature of learning which occurs post-graduation; assessment systems including formative assessment; and, learners becoming assessors) to a model of career action planning.
Careers practitioners recognise that students become both author and agent of their future learning when it coincides with their own unique and emergent career plans for life, learning and work.
Career action plans give rise to students setting personal goals, self-assessing, discovering opportunities, making decisions and acquiring skills.
And, what do university educators want – they want students to be assessors of their own learning! Is this an opportunity?
Orientating students towards future or lifelong learning
- engage students in the discovery of their own learning processes and needs
- maintain and enhance a student’s exploration of self within the contexts of today
- encourage students to negotiate and design their own learning
- develop a student’s skills to construct assessment criteria, negotiate against external standards and make judgements using those criteria
- enable a student to articulate the depth and progress of their own learning
- reflect on capabilities and construct habits for learning beyond the institutional context
- place the student in charge of assessing the learning process
This application demonstrates innovation in mapping higher education literature (ie.: identifying the general nature of learning which occurs post-graduation; assessment systems including formative assessment; and, learners becoming assessors) to a model of career action planning.