Learning and Assessment in Work-Integrated Learning

(First offered in 2020)

TO BE OFFERED IN 2021

Designing an assessment profile to evidence authentic learning including consideration of the nature of learning, WIL pedagogy, the purpose of assessment, challenges of implementing authentic assessment in the context of curriculum design.

Module description

Learning and assessment in Work-integrated Learning

This module explores the design of an assessment profile to evidence authentic learning including consideration of the nature of knowledge and learning, WIL pedagogy, the purpose of assessment, and the challenges of implementing authentic assessment in the context of curriculum design.

Learning Outcomes

By the end of the module, participants will be able to:

  1. Describe the nature of authentic assessments and the challenges of implementing authentic assessment in a contemporary higher education context.
  2. Design an authentic assessment profile that evidences learning outcomes of a WIL curriculum.

During the module the following topics will be incorporated in discussion of the outcomes:

  • Nature of knowledge
  • Personal learning styles and changing learner characteristics & the impact of this on curriculum design
  • Models and the key features of a WIL curriculum design
  • Cross discipline differences in assessing WIL
  • Reflection as assessment
  • Assessing professional competence
  • Key issues in assessment in work-integrated learning

Key readings

Ajjawi, R., Tai, J., Tran Le Huu, N., Boud, D., Johnson, L., & Patrick, C.-J. (2020). Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context, Assessment in Higher Education, 45 (2), 304-316).

Barnett, R. (2012). Learning for an unknown future. Higher Education Research and Development, 31(1), 65-77.

Ferns, S., & Zegwaard, K. E. (2014). Critical assessment issues in work-integrated learning. Asia-Pacific Journal of Cooperative Education, 15(3), 179-188.

Useful reading

Ferns, S. (Ed). (2014). HERDSA Guide: Work-Integrated Learning in the Curriculum. Higher Education and Development Society of Australasia.

Other readings available online and identified by participants.

Tasks/Activities

The following activities occur during the module:

  1. Introductory and familiarisation activities (Week 1)
  2. The first webinar for which participants will:
  • select at least one discussion forum and contribute to discussion by posting comments or responding to posts. The contributions need to be informed by literature
  • Contribute to a mind map and associated postings on the nature of knowledge
  • Participate in the first webinar on the nature of knowledge

(Weeks 1 – 3 Approx 5 hours)

  1. The second webinar for which participants will:
  • select at least one discussion forum and contribute to discussion by posting comments or responding to posts. The contributions need to be informed by literature.
  • Contribute to a mind map and associated postings on the nature and design of authentic assessment
  • Participate in the second webinar on the nature and design of authentic assessment

(Weeks 4 – 7 Approx 5 hours)

  1. Reflection of approx 200 words following the second webinar (Week 8 Approx 2 hours)

Participation time

Expected total participation time approximately 15 – 20 hours – including preparation and participation in online tasks/activities.

Certificate of completion

On completion of the module, participants will receive a Certificate of Completion. This will be awarded to participants who:

  • Take part in at least two discussion threads – minimum of 5 contributions in each thread (either posting or replying).
  • Contribute to two mind maps and/or discussion areas – on which the webinars are based
  • Take part in two webinars – one around week 3 and the other towards the end of the module.
  • Post a reflection after the final webinar

If unable to attend a webinar, an alternative contribution is possible.

Module plan

Provisional Module Plan 2021

Weeks Aim of activity Online activity by participants

Mar 30

and

Apr 6

Introduction of participants to each other and the module

Explore the nature of knowledge and diverse learning styles. Consider contemporary environmental factors that impact on learner characteristics and inform WIL pedagogy and assessment practices. (Learning outcomes 1 and 2)

Online introductory paragraph in the discussion forum. Visit the online portal to become familiar with the platform and post an introduction. Register for the first webinar.

Read at least one of the readings recommended in the module descriptor.

Select one discussion forum and post at least five comments online – you may initiate a conversation or respond to others’ posts or a combination of both.  Some of the postings need to be based or refer to one of the recommended readings or a reading of your choice.

Discussion on topics relevant to assessment in a WIL context: Nature of knowledge; Personal learning styles and changing learner characteristics & the impact of this on curriculum design; Models and the key features of a WIL curriculum design

Contribute to the discussion forum and mind map that collects and collates the different perspectives of participants about the nature of knowledge

Apr 13 &

Apr 20

EASTER BREAK
Apr 27 Discuss the mind map about the nature of knowledge Attend Webinar one. Introduce yourself and highlight your personal interest in the nature of knowledge and learning styles. Discuss your learning styles.
May 4,  11 and  18

Designing an authentic assessment profile.

Challenges of designing and implementing authentic assessment.

Curriculum design: Articulate learning outcomes that inform assessment profiles. Define authentic assessment profiles

Book in for the second webinar.

Read at least one of the readings recommended in the module descriptor.

Select one discussion forum and post at least five comments online – you may initiate a conversation or respond to others’ posts or a combination of both.  Some of the postings need to be based or refer to one of the recommended readings or a reading of your choice.

Discussion on topics relevant to assessment in a WIL context: reflection, assessing professional competence, artefacts that evidence students’ proficiency, engaging with external stakeholders in designing assessment and assessing students.

Contribute to the mind map that collects and collates the different perspectives of participants about the nature and design of authentic assessment

May 25 Webinar Two: Sharing and discussing mind maps on authentic assessment design and implementation: What are the key issues in designing and implementing authentic assessment?
June 1

Reflection on learnings.

Conclusion of module

Post a 200 word reflection online following the webinar outlining new insights on authentic assessment and WIL curriculum design. Respond to reflections posted by other participants.