How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes

By N. Meyers, D. Nulty. 2009

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Authentic Assessment for Student Learning: An ontological conceptualisation (2014, background): “Adequate preparation for students, including making these points clear, has proved critical in enhancing learning from assessment (Meyers & Nulty, 2009; Vu & Dall’Alba, 2007).”
The student voice in higher education curriculum design: is there value in listening? (2015, background): “For example, it is recognised that ‘to guide students to create increasingly complex knowledge structures requires us to progressively scaffold their thinking’ (Meyers & Nulty, 2009, p. 565).”
Modelling graduate skill transfer from university to the workplace (2016, unknown): “Authentic learning, and the use of ‘real’ workplace projects, is also increasingly acknowledged as highly beneficial to student learning (Meyers and Nulty 2009) and the use of mentoring and buddy schemes in undergraduate programs may also assist with skill acquisition (Bridgestock 2009) and…”