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Abstract Communicating tertiary graduate skills and knowledge to employers is a contemporary issue in Australian outdoor education. Threshold concepts have been proposed as a positive way forward to a shared understanding between Higher Education (HE) professionals, students, graduates, employers, and other outdoor education stakeholders. While threshold concepts can offer a curriculum development framework that highlights the graduate capabilities of an HE outdoor educator, they do not specify how these concepts are assessed. In this paper, we explore the assessment of threshold concepts in HE degrees and then examine current assessment practices in HE outdoor education degrees. We highlight selected literature on assessing outdoor education in HE and then explore how other professions assess threshold concepts. Specific professions included have (a) identified threshold concepts and (b) considered the ability to practice upon graduation, as this has the most significant alignment with the professional role of an outdoor educator. We then describe current outdoor education HE assessment practices at selected Australian universities, highlighting the breadth and range of assessment methods incorporated in existing degrees. We conclude with a discussion of the role of authentic assessment and provide five recommendations for how academics might assess the seven HE outdoor education threshold concepts described by Thomas et al. (2019) to support communication of graduate capabilities to employers, students, graduates, and other outdoor education stakeholders.
Polley et al. (Thu,) studied this question.