Reflective assessment in work-integrated learning

To structure or not to structure, that was our question

Bonnie Amelia Dean*, Chris Sykes, Shirley Agostinho, Mike Clements

*Corresponding author for this work

Research output: Contribution to journalArticle

13 Citations (Scopus)


This paper reports the findings of a research study on whether or not to structure reflective assessment tasks. It examines students' perceived benefits or limitations from structuring reflective assessments in a Commerce WIL program at the University of Wollongong. Sixty-four students over two semesters responded to a questionnaire on their perceptions of structured reflective assessments in the Internship Program. The findings of the self-reported experiences were heterogeneous and indicative of the dominant themes relevancy and flexibility. We suggest these themes stem from a misalignment of assessment and reflective practice. Correcting this misalignment could be achieved by providing a balance of structured and unstructured reflective tasks. This study serves as an important reminder for WIL program administrators to examine their assessment strategy and decisions pertaining to structuring reflective assessments.

Original languageEnglish
Pages (from-to)103-113
Number of pages11
JournalAsia-Pacific Journal of Cooperative Education
Issue number2
Publication statusPublished - 2012
Externally publishedYes


  • Assessment
  • Learning
  • Reflection
  • Work-integrated learning

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