Placement evaluations are a commonly used assessment and feedback tool in Work Integrated Learning (WIL). These are typically completed by the student s workplace supervisor, and consider attainment on a range of skill- and competency-based measures (Ferns & Moore, 2012; Jackson, 2018a, 2018b; McNamara, 2013; Milne & Caldicott, 2016). These evaluations can be used as an assurance of learning tool, allow mapping of graduate outcomes, and can lead to program changes consistent with this feedback (Whelan, 2017).
The business and tourism WIL program includes a minimum 225 hour and maximum 450 hour capstone work placement during which students complete a range of assessments, all completed and delivered online. Assessments include goal setting, progress reporting, and an evaluation of workplace practices in the context of the theories studied. For the last several years students have also completed a performance self-assessment that is near-identical to the one completed by their workplace supervisors at the conclusion of the placement. This evaluation is aligned with three of Southern Cross University s six graduate attributes: knowledge of a discipline, lifelong learning, and communication and social skills.
We hope that this process helps students make sense of their placement experience and formulate a plan for the future. We wish, however, to test this idea and perhaps develop the utility of this online assessment practice. The first step is to understand and minimise some of the issues that have been identified in the literature as problematic, and around which we have ongoing concerns.
Issues that have been identified include that stakeholders have differing expectations around the purpose, measures and outcomes associated with student evaluations (Ferns, 2012; Smith, 2014); the role of the supervisor delivering the feedback is often not well understood (Peach, Ruinard & Webb, 2014); and when poorly done there is little value-add (Hodges, Smith & Jones, 2004 see Peach et al.).
Significantly for this study, further research to address these issues has been especially encouraged in the context of business placements (Richardson, Jackling, Henschke & Tempone, 2013).
This presentation, then, will overview our current online assessment processes. It will then present some preliminary findings from our comparison of more than 200 paired student and supervisor performance evaluations. Discussion will seek to engage the audience in some preliminary sense-making.
Billett, S. (2015). Integrating practice-based experiences into higher education. Dordrecht: Springer.
Ferns, S. (2012). Graduate employability: Teaching staff, employer and graduate perceptions. Paper presented at the Collaborative education: investing in the future conference, Geelong.
Ferns, S., & Moore, K. (2012). Assessing student outcomes in field work placements: An overview of current practice. Asia-Pacific Journal of Cooperative Education, 13(4), 207 224.
Gonsalvez, C. J., & Freestone, J. (2007). Field supervisors assessments of trainee performance: Are they reliable and valid? Australian Psychologist, 42(1), 23 32.
Jackson, D. (2018a). Challenges and strategies for assessing student workplace performance during work-integrated learning. Assessment & Evaluation in Higher Education, 43(4), 555 570. doi:10.1080/02602938.2017.1378618
Jackson, D. (2018b). Students and their supervisors evaluations on professional identity in work placements. Vocations and Learning. doi:10.1007/s12186-018-9207-1
Jiang, Y. H., Lee, S. W. Y., & Golab, L. (2015). Analyzing student and employer satisfaction with cooperative education through multiple data sources. Asia-Pacific Journal of Cooperative Education, 16(4), 225 240.
McNamara, J. (2013). The challenge of assessing professional competence in work integrated learning. Assessment and Evaluation in Higher Education, 38(2), 183 197.
Milne, L., & Caldicott, J. (2016). Exploring differences in industry supervisors' ratings of student performance on WIL placements and the relative importance of skills: Does remuneration matter? Asia-Pacific Journal of Cooperative Education, 17(2), 175 186.
Peach, D., Ruinard, E., & Webb, F. (2014). Feedback on student performance in the workplace. Asia Pacific Journal of Education, 15(3), 241 252.
Richardson, J., Jackling, B., Henschke, K., & Tempone, I. (2013). Developing a collaborative model of industry feedback for work placement business students. Asia-Pacific Journal of Cooperative Education, 14(1), 28 43.
Smith, C. (2014). Assessment of student outcomes from work-integrated learning: Validity and reliability. Asia-Pacific Journal of Cooperative Education, 15(3), 209 223.
Whelan, M. (2017). Road testing graduate attributes and course learning outcomes of an environmental science degree via a work-integrated learning placement. Asia-Pacific Journal of Cooperative Education, 18(1), 1 13.