Journal article
Reflective assessment in work-integrated learning: To structure or not to structure, that was our question
Asia - Pacific Journal of Cooperative Education, Vol.13(2), pp.103-113
2012
Abstract
This paper reports the findings of a research study on whether or not to structure reflective assessment tasks. It examines students' perceived benefits or limitations from structuring reflective assessments in a Commerce WIL program at the University of Wollongong. Sixty-four students over two semesters responded to a questionnaire on their perceptions of structured reflective assessments in the Internship Program. The findings of the self-reported experiences were heterogeneous and indicative of the dominant themes relevancy and flexibility. We suggest these themes stem from a misalignment of assessment and reflective practice. Correcting this misalignment could be achieved by providing a balance of structured and unstructured reflective tasks. This study serves as an important reminder for WIL program administrators to examine their assessment strategy and decisions pertaining to structuring reflective assessments.
Details
- Title
- Reflective assessment in work-integrated learning: To structure or not to structure, that was our question
- Authors
- B A Dean (Author) - University of WollongongC Sykes (Author) - University of WollongongS Agostinho (Author) - University of WollongongMichael D Clements (Author) - Swinburne University of Technology
- Publication details
- Asia - Pacific Journal of Cooperative Education, Vol.13(2), pp.103-113
- Publisher
- Asia - Pacific Journal of Cooperative Education
- Date published
- 2012
- ISSN
- 1175-2882
- Copyright note
- Copyright © 2012 The Author. The published version is reproduced here in accordance with the publisher's copyright policy.
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450017202621
- Output Type
- Journal article
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