Assessment in Work-Integrated Learning

(First offered in 2020)

To be offered in April – May 2024

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

Module Description

This module explores the design of an assessment profile to evidence authentic learning. This will include related topics such as 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.

Incorporated in these learning outcomes is discussion about the following:

  • Nature of learning in WIL
  • Models of WIL and relationship to curriculum design and assessment
  • Cross discipline differences in assessing WIL
  • Reflection as a learning tool and as an assessment
  • Assessing professional competence
  • Key issues in assessment in WIL


The following activities occur during the module:

  • Three webinars – at which participants meet and discuss topics & assessment issues and present reflections.
  • Read articles and selected readings recommended for the module
  • Identify other readings
  • Written contributions for example in mindmaps, online blogs or postings
  • Other activities as described in module timetable and/or agreed at webinars

    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).

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

    Hodges, D., Eames, C., & Coll, R. K. (2014). Theoretical Perspectives on Assessment in Cooperative Education Placements. Asia-Pacific Journal of Cooperative Education15(3), 189-207.

    Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education43(5), 840-854.

    Useful Readings:

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

    Zegwaard, K., & Rowe, A. (2019). Research-informed curriculum and advancing innovative practices in WIL, International Journal of WIL, Special Issue, 20(4), 323-334.

    Updated readings will be advised early in 2024 (including readings from the 3rd Edition. The Routledge International Handbook of Work-Integrated Learning, Edited by Karsten E. Zegwaard & T. Judene Pretti, 2023).

      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:

      • Contribute to online discussion on themes arising from webinars (short posts of approx 150 words)
      • Contribute to Mind Map
      • Attending at least two webinars, with alternative contribution for the other webinar if needed (as agreed with facilitators)
      • Present prepared activity in Webinars Two and Three
      • Post a reflection after the last webinar.

      Module Plan

      Overview of Module Plan 2024


      Aim of activity

      Online activity by participants


      Following registration and payment for module, participants will be sent a short questionnaire about suitable times for webinars so that initial webinars planning can be undertaken as soon as possible (hopefully mid March).  Participants will also be sent details of a link to a pre-module research survey.

      Week 1

      April 7



      Introduction of participants to each other and the module. Discussion of factors influencing assessment in WIL.

      Participants visit the online portal to become familiar with the platform and post a 200-word introductory paragraph about themselves (name, location, job, interests etc.).


      Webinar One (approx. 1 hour)

      1) Introductions; 2) discussion about factors influencing assessment in WIL; 3) planning for weeks 2 and 3.


      Week 2

      April 14

      Explore the factors influencing assessment in WIL in more depth

      Participants post a comment (max 150 words) related to one of the themes outlined in Webinar One.

      Participants read at least one relevant article in preparation for discussion in Webinar Two.


      Week 3

      April 21

      Describe authentic assessments in a contemporary higher education context.

      Participants contribute to creating an online mind map defining and describing authentic assessment based on readings. The mind map collects and collates the different perspectives of participants, as well as any tricky questions.

      Participants work in pairs or threes to prepare a “pitch” (2 mins max) suitable for work colleagues about authentic assessment (e.g. need for, benefits of, challenges of) [Pitch = very short presentation that attempts to persuade others]


      Week 4

      April 28


      Challenges of designing and implementing authentic assessment.


      WebinarTwo (approx. 1.5 hours)

      1) Presentation of pitches; 2) Discussion highlighting consistent themes and personal perspectives reflected in the mind map; 3) Organise collaborative assessment profiles (as per week 6)


      Week 5

      May 5

      Implementation of an authentic assessment.


      Participants post a comment (max 150 words) to collectively collates the different perspectives of participants about the implementation of authentic assessment.

      Participants start collaborations on assessment profiles  

      Week 6

      May 12

      Collaborative work on assessment profile

      Collaboration on assessment profiles for webinar 3 – as agreed in webinar 2.



      Week 7

      May 19

      Designing curriculum and assessment

      Webinar Three (approx. 1.5 hours).   Presentation of assessment profiles. 

      Week 8

      May 26

      Reflection on learnings.

      Conclusion of module

      Post a 150-200 word reflection online outlining insights on authentic assessment and WIL curriculum design.


      Participants sent link for post module survey from the Global WIL group with emphasis on the importance of their feedback for continual improvement.