The Effectiveness of Summative Assessment in Work-Based Learning Practice

Abdool Qaiyum Mohabuth

doi:10.22610/jevr.v6i3.199

Abstract

Summative assessment aims at providing measurement of student's understanding. It is argued that summative assessment is used for reporting and reviewing, besides providing an overall judgment of achievement. While summative assessment is a well defined process for learning that takes place in the classroom environment, its application within the Work-based Learning (WBL) practice environment is still being structured. This paper discusses the effectiveness of summative assessment in WBL practice from a mixed-method research study involving both quantitative and qualitative analysis. A survey questionnaire was designed for exploring the perceptions of mentors and students about summative assessment in WBL practice. The questionnaire was administered to the University of Mauritius students and mentors who supervised students for their WBL practice at the respective placement settings. Some students were also interviewed to capture their views and experiences about the application of summative assessment in WBL practice. Semi-structured interviews were also conducted with three experienced mentors who have assessed students on WBL practice. Findings reveal that most students had positive experiences about their summative assessments in WBL practice. They felt comfortable and confident to be assessed by their mentors in their placement settings and wished that the effort and time that they devoted to their learning be recognized and valued. Mentors also confirmed that summative assessment is a valid and reliable strategy in WBL practice, enabling them to better monitor and coach students to achieve the expected learning outcomes.

Highlights

Summative assessment is used to determine what students know and do not know at a particular point of time
Since students devote a majority of their time and effort to the acquisitions of knowledge and skills in the workplace and the achievement through Work-based Learning (WBL) practice is highly valued, summative assessment in practice work settings needs to be given more importance
For qualitative data to gain a better insight into summative evaluations in WBL practice, a semi-structured interview schedules were prepared for gathering data from the participants

Summary

Introduction

Summative assessment is used to determine what students know and do not know at a particular point of time. Admitted that there are difficulties associated with the assessment of work experience It needs to be evidence-based and requires commitment from both students and mentors. The learning environment in a practice setting is relatively different from that of a classroom, involving a number of factors which influence student’s learning It is characterized by contextual reasoning and involves manipulation of tools and mental activities rather than memory recall which renders the task of summative assessment very complex. The task is complex due to the fact that students acquire and experience learning differently at their own pace even if it is at similar practice setting or with the same mentor This adds up to the complexity in defining a proper structure for assessing the students. There is a need to investigate how far and in what ways summative assessment is beneficial to students. Dalrymple et al (2014) rightly said that with the increasing prevalence of WBL programs in higher education, there is a demonstrable need to evolve new pedagogic models to support facilitators and participants in conceptualizing and developing practice

Literature review

Methodology

Data Analysis and Discussion

Findings

Conclusion