Integrating Scholarship on Assessment in Work Integrated Learning

Year: 2019

Author: Milne, Lisa

Type of paper: Abstract refereed

Outside of the specialist field of scholarship on Work Integrated learning (WIL) ideas about assessment in Australian Higher Education are evolving. The sustainable assessment model has been influential in Australian higher education, reflecting a shift from assessment as the measure of learning to it being a meansfor learning (See Boud and Soler, 2016; Boud, 2000). Relatedly, student learning is increasing about developing capacity for ‘self-management’ and ‘evaluative judgement’ (Boud, Ajjawai, Dawson and Tai, 2018) as part of assisting students becoming skilled life long learners. Boud & Molloy (2013) called for feedback practices to become more ‘dialogic’ to promote such ‘self-regulation’ of learning for life-long learners. Some quite recent thinking about assessment then serves to situate evaluative judgement as an important aspect of graduate employability as well as capacity building for life long and life wide learning. It locates those skills as being developed assessment that engage's students in evaluating their own and others work; making ‘interpretive judgements’ against externally sourced criteria (such as those offered by workplace supervisors, tutors, clients or peers). Essentially, it is the ability to accurately assess others and one’s own performance against a range of external standards (Boud, Ajjawi, Dawson and Tai, 2018, pgs 10-11). This paper explore the degree which these ideas are and can be usefully integrated into contemporary discussions of critical issues in assessment within WIL, especially in relation to graduate employability (Ferns and Zegwaard, 2014; Kaider, Hains-Wesson and young, 2017; Oliver, 2015).