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Critically appraise and continue to develop personal and professional capabilities.
Graduates embrace the habit of lifelong learning – a habit that enables them to stay up to date with their chosen profession and continue to develop knowledge and skills beyond the institutional context. The developed attributes of the lifelong learner (curiosity, initiative, independence, transfer and reflection) foster career success and enable both greater options in life and more meaningful contributions to community.
Lifelong learning encompasses the pedagogies of self-directed and self-determined learning. Lifelong learning habits develop through iterative teaching and learning practice – once is not enough. Lifelong learning teaching and assessment practices are developed throughout coursework: modeled, scaffolded, and culminated with students identifying and meeting their very own learning needs.
Each course should contain the following elements as assessable items:
Anticipating and preparing for lifelong learning post-graduation necessitates assessment tasks that are socially constructed/participative/authentic/contextualised. Assessment tasks need to be scaffolded throughout a course of study to increasingly foster self-directed and self-determined learning.
A sample capstone assessment task: Drawing on your previous learning and assessment task outcomes, those aligned to your understanding of your personal, professional and career development needs, you are to anticipate your learning needs post-graduation. You are to do this by reflecting upon and identifying the knowledge, attributes, skills and/or any values “gaps” that are likely to need your attention. As part of this task you are to: