Academic workload implications of assessing student learning in work-integrated learning

Ayse A. Bilgin*, Anna D. Rowe, Lindie Clark

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)

Abstract

Assessment of student learning is a crucial part of quality work-integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases) managing the involvement of an external partner in the assessment process. This paper investigates academic workload implications of WIL assessment for staff at an Australian university. Over two years 34 WIL courses were surveyed, with 30 staff interviewed over a wider three-year period. Analysis of survey data reveals assessment of student learning is the largest single contributor to academic workload in WIL courses, with qualitative data providing some insight into the reasons for this. This paper reports findings from the study, noting implications and recommendations for practice, policy and future research.

Original languageEnglish
Pages (from-to)167-183
Number of pages17
JournalAsia-Pacific Journal of Cooperative Education
Volume18
Issue number2
Publication statusPublished - 2017

Keywords

  • academic workload
  • assessment
  • external partners
  • student learning
  • work-integrated learning

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