Year: 2011
Type: conference-paper
Abstract: Whilst there are numerous methods of assessing Work Integrated Learning (WIL), finding one which delivers effective feedback is critical to motivate students. Much current WIL assessment is textual and does not permit dialogue between student and assessor. The aim of this paper is to present a technique that will facilitate a two way discourse on performance and learning experiences and create awareness to adaptation, in the workplace. The drive or motivation to engage in WIL was trialled in this study from formative feedback received via face-to-face interviewing. The Work Skills Development Framework (Bandaranaike & Willison) was used to model the interview content, and feedback gathered from a total of 84 students and employers over a period of 10 months. Based on the results of the interviews, the paper articulates the need for lifelong learning outcomes beyond the immediate work-based experience through a practice based learning model of WIL designed on the Prochaska and DiClemente's five stage Model of Change (1982). The study noted the value of face-to-face assessment in achieving validity, reliability and contextual authenticity in work-based learning research. The research also demonstrates the need for students to reflect beyond the work-based learning experience and project towards future challenges thus bridging the gap between tacit and explicit learning.
Authors: Suniti Bandaranaike, John Willison
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W87430496