Assessment of work integrated learning (WIL) presents multiple challenges: for students being assessed, site mentors engaged in assessment and university staff coordinating the WIL experiences. The benefits of authentic work integrated learning are well known (Cooper, Orrell and Bowden, 2010) yet Hughes (2009, p. 256) argues that WIL needs to be “accompanied by a clear, systematic approach to the process, goals and the outcome of the experience.” In response to this challenge, we have developed a smart-phone and online approach to assessment and reporting that can be replicated in multiple locations by multiple users. The trial is operating in a teacher education program with preservice teachers, mentors and liaison academics all contributing to communities of practice designed to support the preservice teachers’ experience. The aim is to improve the “cumbersome and inefficient” (He, Means & Lin, 2006) paper based assessment system fraught with the difficulties normally associated with coordination of large scale, high stakes assessments using multiple assessors (James, McInnes and Devlin, 2002; Le Cornu, 2010). Our solution involves a website with a companion iPhone application called ‘Preservice Teacher Tracker’ (PTT) designed to promote greater consistency, reliability and equity of outcomes by improving the quality of mentoring and assessment. The tool will provide scaffolding for preservice teachers and teacher mentors in their respective roles by elaborating on the criteria, enabling joint development of goals and strategies, tracking preservice teacher progress over time, enabling teacher mentors to video the preservice teacher performance to facilitate discussions, and to permit monitoring, mentoring and assessment to occur in the classroom through the use of smart-phone technologies.
2011 Learning & Teaching Week: The Learning Journey, Sunshine Coast, Australia 19-23 September 2011
2011 Learning & Teaching Week Program and Abstracts Book / pp.16