Quality of WIL assessment design in higher education: a systematic literature review

Lasen, M; Evans, S; Tsey, K; Campbell, C; Kinchin, I

Quality of WIL assessment design in higher education: a systematic literature review

Lasen, M Evans, S Tsey, K Campbell, C Kinchin, I

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Publication Type:: Journal Article
Citation:: Higher Education Research and Development, 2018, 37 (4), pp. 788 - 804
Issue Date:: 2018-06-07

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Field	Value	Language
dc.contributor.author	Lasen, M	en_US
dc.contributor.author	Evans, S	en_US
dc.contributor.author	Tsey, K	en_US
dc.contributor.author	Campbell, C	en_US
dc.contributor.author	Kinchin, I https://orcid.org/0000-0003-0133-2763	en_US
dc.date.issued	2018-06-07	en_US
dc.identifier.citation	Higher Education Research and Development, 2018, 37 (4), pp. 788 - 804	en_US
dc.identifier.issn	0729-4360	en_US
dc.identifier.uri	http://hdl.handle.net/10453/133890
dc.description.abstract	© 2018 HERDSA. We investigated the quality of work-integrated learning (WIL) assessment design in higher education programmes, through review of peer-reviewed studies published internationally and in English, 1990–2015. Such a review is timely in light of vested interests from a range of WIL stakeholders; high-level endorsement of WIL across university programmes; a regulatory environment requiring development and assurance of higher-order learning outcomes; and a WIL assessment literature that identifies a number of challenges and opportunities. We searched six electronic databases, yielding 20 intervention studies that met inclusion criteria. Findings reveal high-quality assessment design, albeit a need for greater involvement of industry/professional partners in assessment practices and stronger alignment between reflective assessment tasks and students' WIL experiences. The evidence base under review largely comprised qualitative and mixed methods studies, with the indication that the quality of the study design had improved over time, although variably across disciplinary fields. The key recommendation from this review is that resources are needed to support research-active WIL academics, partners and students to: (a) design and participate in assessment practices, which promote integration of student learning, across university and work settings, and achievement of higher-order learning outcomes and (b) pursue a collaborative research agenda involving robust evaluation research, inclusive of quantitative studies.	en_US
dc.relation.ispartof	Higher Education Research and Development	en_US
dc.relation.isbasedon	10.1080/07294360.2018.1450359	en_US
dc.title	Quality of WIL assessment design in higher education: a systematic literature review	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	37	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Strength - CHERE - Centre for Health Economics Research and Evaluation
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	37	en_US

Abstract:

© 2018 HERDSA. We investigated the quality of work-integrated learning (WIL) assessment design in higher education programmes, through review of peer-reviewed studies published internationally and in English, 1990–2015. Such a review is timely in light of vested interests from a range of WIL stakeholders; high-level endorsement of WIL across university programmes; a regulatory environment requiring development and assurance of higher-order learning outcomes; and a WIL assessment literature that identifies a number of challenges and opportunities. We searched six electronic databases, yielding 20 intervention studies that met inclusion criteria. Findings reveal high-quality assessment design, albeit a need for greater involvement of industry/professional partners in assessment practices and stronger alignment between reflective assessment tasks and students' WIL experiences. The evidence base under review largely comprised qualitative and mixed methods studies, with the indication that the quality of the study design had improved over time, although variably across disciplinary fields. The key recommendation from this review is that resources are needed to support research-active WIL academics, partners and students to: (a) design and participate in assessment practices, which promote integration of student learning, across university and work settings, and achievement of higher-order learning outcomes and (b) pursue a collaborative research agenda involving robust evaluation research, inclusive of quantitative studies.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/133890