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Formalising industry feeedback in assessment practice for work integrated learning

Version 2 2024-06-17, 15:41
Version 1 2022-11-30, 01:35
journal contribution
posted on 2024-06-17, 15:41 authored by K Henschke, J Richardson
Work Integrated Learning (WIL) programs, such as co-operative education programs, offer students a learning environment which exists outside the traditional classroom and specific discipline boundaries. This necessitates assessment practices that go beyond traditional practices and relationships. Work placement supervisors are best located to observe the students' learning and development and offer feedback on performance and improvement. An investigation was carried out in order to articulate the role of supervisors and work colleagues in facilitating learning in the workplace environment and their involvement in assessment practices. Interviews were conducted with academics and industry representatives on their perceptions of assessment task validity in terms of professional and generic skill development. A synthesis of the findings formed the basis of the research described in this paper. Key findings highlighted the need for better preparation of industry supervisors as to their role in providing feedback and assessment; better preparation of students for transition from the classroom to the workplace; and the importance of ongoing involvement of the three stakeholders (academic, supervisor and student) to maximise learning and professional development. Recommendations for assessment practices include suggestions on how to involve employers in appraising workplace performance; how to measure the real life application of learning; and the development of generic employability skills. © Common Ground, Kathy Henschke, Joan Richardson.

History

Journal

International Journal of Knowledge, Culture and Change Management

Volume

10

Pagination

73-83

Location

Melbourne, Vic.

ISSN

1447-9524

eISSN

1447-9524

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal, C Journal article

Issue

5

Publisher

Common Ground Research Networks