Preparing graduates with the employability skills for the unknown future: reflection on assessment practice during COVID-19

Abstract

Purpose: The purpose of this paper is to provide an authentic and relevant way of sharing our realisation of the significance of integrating employability skills in assessment practice. This is supported from the anecdotal evidence received from students, which show that the inclusion and assessment of employability skills has provided them with an artifact that demonstrates the employability skills required for the continually changing future and workplace. For staff, the ability to assess and give feedback on the acquisition of employability skills makes it a more enjoyable experience.

Design/methodology/approach: Due to the short rollout period and pivot to online learning, there has not been an opportunity to undertake a comprehensive and formal data collection. However, anecdotal evidence has been collected from students and staff on the experience of the student-created video assignment in a completely online environment.

Findings: This paper establishes how a student video assessment contributes to students’ acquisition, development and enhancement of employability skills, such as communication and teamwork skills, that are central for preparing students for continually evolving future and thus the “new normal” brought forward by COVID-19.

Practical implications: This paper enables the authors to share their experiences and provision of their resources so that other teaching academics are able to design their own assessment task that contributes to students’ acquisition, development and enhancement of employability skills.

Originality/value: The originality of this paper is the application of integrating employability skills in assessment practice and the associated rubric as way to build students’ employability skills in the post-COVID world.