Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context

Abstract

Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students' placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students' perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity.

A Multiple Criteria Decision Making Approach to Designing Teaching Plans in Higher Education Institutions

“…Based on the results obtained that support previous studies, such as [62,63], a greater effective incorporation of students in the design of teaching learning process planning seems recommendable. However, to ensure the quality of the process it would also be advisable to integrate the knowledge of experts, in this case, lecturers and other key stakeholders.…”

Évaluation des apprentissages en formation à distance : les situations authentiques à la rescousse

“…S'inspirant de cette prémisse, les travaux d 'Ajjawi et al (2020) montrent que l'alignement pédagogique, tel que construit par l'étudiant, contribue à la perception d'authenticité. Ainsi, la valeur accordée par les étudiants aux tâches qui leur sont proposées détermine la perception de la valeur pour leur apprentissage.…”

Knowledge Management Technology Using Seci and Wil to Improve Performance of in-Formation Technology Division in Pangestu Jaya Ltd.

“…▪ Identify assets and basic knowledge ranges so that the company "Knowing what you wish to know and a great thing and why ▪ Construct a toolkit of methods that can be utilized independently in groups, and in organizations to stem the potential misfortune of mental capital. Work-Integrated Learning (WIL) is characterized as "a organized methodology for joining classroom considers with learning through beneficial Works encounters in a field related to a staff or career goals" [16]. There are two primary characteristics of WIL.…”