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.
Highlights
Students gaining experience in work or community settings has become an intrinsic feature within and beyond vocationally-oriented courses
This paper presents a qualitative study that explores students’ experiences of work-integrated learning (WIL) placement assessment and how these relate to perceived authenticity of WIL
We identified three key misalignments that led to perceptions of inauthenticity in the assessment: 1) between assessment activities and future selves; 2) between placement activities and assessment activities; and, 3) between the university and industry roles and practices
Summary
Students gaining experience in work or community settings has become an intrinsic feature within and beyond vocationally-oriented courses. Such placements entail learning outcomes and appropriate assessment activities, which are advocated nationally (e.g. the national strategy on work integrated learning in university education (Universities Australia et al, 2015)). Work placements have a variety of discipline or profession-specific names, but collectively they are considered work-integrated learning (WIL): an ‘umbrella term for a range of approaches and strategies that integrate theory with the practice of work within a purposefully designed curriculum’ While ensuring that learning experiences are authentic tends to be relatively straightforward within work placements, the role of assessment is problematic.
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