Assessment is a critical endeavour with implications for students, universities, industry and the wider community. The measurement of student learning, however, presents many challenges, particularly in the context of cooperative education, work-integrated learning, work-based learning, service learning and other models of learning through participation (LTP). This paper offers a new resource, the Strategies Analysis Tool, designed to assist practitioners make informed choices about the strategies they use to assess student achievement in LTP. The resource is based on an extensive review of the relevant literature and addresses six key aspects of learning in LTP. Strategies for assessing student learning may include particular approaches or specific tools and instruments. These strategies have been examined to establish their strengths for the designated purpose and potential problems or considerations that practitioners may need to take into account before or while using them. The resource features six tables with each aspect of learning and its associated assessment strategies presented separately. A discussion highlights some of the main issues concerning assessment in this arena: the use of portfolios; the role of the host supervisor; workload; reflection; and the challenges associated with assessing the less well defined aspects of learning. Finding appropriate assessment strategies is a significant factor in ensuring the sustainability of experience-based education in universities.
|Number of pages||25|
|Journal||Asia-Pacific Journal of Cooperative Education|
|Publication status||Published - 2010|
- cooperative education
- experience-based learning
- learning through participation
- work-integrated learning
Winchester-Seeto, T., Mackaway, J., Coulson, D., & Harvey, M. (2010). 'But how do we assess it?' An analysis of assessment strategies for learning through participation (LTP). Asia-Pacific Journal of Cooperative Education, 11(3), 67-91.