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Assessment-led reform: creating a sustainable culture for WIL

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Version 2 2024-06-05, 08:12
Version 1 2019-06-06, 12:11
journal contribution
posted on 2024-06-05, 08:12 authored by Karen YoungKaren Young, S Palmer, C Binek, M Tolson, Malcolm CampbellMalcolm Campbell
This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-Campus (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the 'imposed' changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous.

History

Journal

Journal of teaching and learning for graduate employability

Volume

10

Season

Special issue: TEN STARS

Pagination

73-87

Location

Perth, W.A.

ISSN

1838-3815

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, the authors

Issue

1

Publisher

Office of Assessment, Teaching and Learning, Curtin University