Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context
Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context
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DOI：
10.1080/02602938.2019.1639613
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发表时间：
2019-07-12
影响因子：
4.4
通讯作者：
Patrick, Carol-Joy
中科院分区：
文献类型：
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作者：
Ajjawi, Rola;Tai, Joanna;Patrick, Carol-Joy
工学结合学习（WIL）是大学课程的一个特色，无论是在常见的专业领域，还是在许多不同学科中。对WIL的评估可能很复杂，因为它涉及到大学外部的各方和环境，而且由于难以将实习期间的学习活动与大学评估或可以评估的内容相结合，因此可能存在问题。本文探讨了学生的安置经验和伴随的评估活动与课程紧密结合的背景下，在那些没有的关系。它借鉴了定性分析的学生访谈和图纸的受访者，他们的WIL的经验，并辅之以单元指南的分析。我们的研究结果强调，学生的真实性评估的看法被破坏的学生，大学和行业之间的错位。学生认为评估的真实性是基于他们现在和未来的自我在评估过程中，行业主管的参与和安置活动的相关性评估活动之间的一致性。本文讨论了与外部合作伙伴协调教育活动的复杂性，特别是当一方推动评估时。然后，它建议重新构建WIL评估，以促进一致性和真实性。
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.