From University to Workplace: Assessing Experiential Learning Discussion

The assessment approach used in the Deakin Policy Internship is a combination of summative and formative approaches that is negotiated between the student learner, the employer and the academics. In the subject preliminary to the Internship (Working with Government) students are involved in an iterative process of learning about different tools of assessment. While the subject outlines a number of approaches to the critical evaluation of report writing it also gives the students a chance to apply an evaluation process to a special case study of their own (their chosen report). The purpose of the assessment in the subject is to allow the students to learn a process of evaluation that can they can later apply to their own work. In this sense it is a formative assessment process in which students can apply an evaluation framework in a progressive way as the subject unfolds. They have the opportunity to revisit their work as they proceed towards a final summative assessment that becomes a first indication of their readiness to tackle an internship.

The next stage in the assessment process is unashamedly summative in that students prepare for and partake in a selection process. The development of a portfolio in which students present their skills and the short reflection on what they hope to learn from the internship are indicators of their knowledge and understanding of public policy. Both are in fact tests of the student's ability in a given field of knowledge and are thus summative. Furthermore, the interview that includes knowledge of and an understanding of student responsibilities in the workplace are also summative.

The selection process is part of the overall assessment for acceptance into the internship but obviously is not part of the formal assessment for a particular subject.

It might be argued that the selection procedure is also part of a formative assessment in that students are learning to process a number of skills in preparing for and partaking in an interview. Indeed, students who fail to proceed to a work placement are given feedback as to why they have not been chosen. Wiliam and Black (1996) however argue that feedback 'requires that the information generated is actually used to close the gap between actual and desired levels of performance' (Wiliam & Black, 1996). Thus, if the feedback is merely given to a student who lacks the knowledge or the power to change the outcome, the learning loop cannot be closed, and there is really no formative assessment for the student or the teacher (Sadler, 1989). An important element in the process, then, is that information given to those students who are not selected for the Internship program does help them to alter the gap between their present and future levels of performance (Ramaprasad, 1983).

The development of the research contract begins the assessment process for the work placement. As argued by Gibbs (see above) the process is a combination of setting objectives, devising criteria and developing action plans that can be formulated in a formal learning contract between the academic and workplace supervisors, and the student (Gibbs, 1987). By establishing the criteria for assessment in a multifaceted manner the students are involved in formative assessment in that they are suggesting actions that are intended to close the gap between desired and actual levels of performance (Wiliam & Black, 1996). Furthermore, by devising criteria in conjunction with workplace and academic supervisors the student gives both supervisors not only a guide to assist the student towards the established goals but also a set of criteria for a final assessment of the placement. There are also spin off affects for the workplace in that engaging employers as assessors helps them develop their organization into a learning environment as well (Evans, 1994).

The reflective essay is designed to fulfil the fourfold approach outlined by Evans (1994). The students are required to write down their experiences in some form of log or diary as their work placement proceeds. They are reminded that the reflection is an analysis about the implications of their experience for the broader theoretical framework of public policy. They are made aware that what they are doing is collecting evidence to substantiate or critique their theoretical understanding of the issues with which they are dealing (Cox & Gibbs, 1994). In so doing this they are increasing their understanding about how what they are learning is integrally tied up with a theoretical understanding of public policy. They then demonstrate this through a final reflective essay that synthesizes their evidence into a sustained argument about the issues or problems they have faced. Finally, the work that the students produce from their reflection is assessed within the theoretical framework adopted by the students for their analysis.

The assessment used in the reflective essay is both a formative and a summative approach in that the students are being asked to reflect upon their experiences in the light of given theoretical positions as they progress through the placement. It gives the students a chance to test and retest their assumptions about the workplace. It is also a test of their ability to apply what they have learnt in previous public policy subjects to a particular case study. In this sense the final assignment is summative in that what they produce is judged against particular a priori criteria. So while the students do acquire additional subject matter it is the application of a particular disciplinary knowledge to that material that is assessed.

So far, we have discussed assessment in terms of two elements; acquisition of additional subject matter and application of subject knowledge (Evans, 1994). However, there is a third element that includes a range of knowledge and skill related to the operation of day-to-day work in employment (Evans, 1994). This last element is not included in the formal assessment of the Deakin Internship but is seen as important for student learning in another sense. All the students in the Internships are encouraged to build networks of contacts while they are in their placement. In this sense students learn how to fit into and take their place through interaction with others in their work environment. This forms part of student learning and self-assessment that can be shared with others in the Internship program through discussion in seminars.

One specific way in which students are able to assess their impact on their chosen workplace is whether they receive some affirmation of their work though letters of support or in most instances the chance to use workplace supervisors as job referees. Learning in this sense is assessed by the students through the exchange of goods or favors and not in the formal sense of achieving a priori goals.

اخر الاخبار

اخبار العتبة العباسية المقدسة

بالصور.. ملايين الزائرين تحيي ليلة زيارة الأربعين عند العتبتين المقدستين

الموكب الثقافي العام ينظم أنشطة فكرية وجلسات حوارية لزائري الأربعين

فريق موسوعة أحيوا أمرنا يجري حوارات توثيقية دولية مع زائري الأربعين

معهد القرآن النسوي يقيم ختمات قرآنية لزائرات الأربعين في الهندية

المزيد

الآخبار الصحية

حجم جزء محدد من الجسم يعكس الصحة العامة ومخاطر الأمراض

تفشي عدوى بكتيرية بفرنسا يحتمل ارتباطها بنوع من الجبن الطري

دراسة حديثة تكشف ما تفعله الشاشات بـ"قلوب الأطفال" !

متلازمة المبنى المريض.. هكذا يتحول تكييف الهواء إلى خطر صحي ؟؟

المزيد

الآخبار التكنلوجية

كيف تتعامل مع حرارة الطقس أثناء القيادة؟

لماذا يجب عليك إيقاف تكييف السيارة قبل إطفاء المحرك؟

دراسة تكشف سببا محتملا وراء زيادة خطر إصابة الأطفال بالتوحد

تشيلي.. العثور على متحجرة حيوان ثديي صغير من زمن الديناصورات

المزيد

مواضيع ذات صلة

New challenges in assessment

The assessment process

Task form

Inadequacies of the basic assessment

Basic assessment

The Impact of Innovative Assessment Practices on Students Learning Conclusions

Students concerns about innovative assessment

Course Evaluation Course Evaluation

Final Triple Jump Exercise

Self and Peer Evaluation

Clinical reasoning exercises

Evaluation of Students Test and Retest