Assessing a work-integrated learning course in Exercise Science

Assessing a work-integrated learning course in Exercise Science Good assessment practices of work-integrated learning (WIL) inform educational institutions of the preparedness of their graduates for the workplace and should consider the differing views and needs of the three main stakeholders: employers, students, and the educational institute (Hodges et al., 2005). Assessment of field work placements is rather novel for most students, who traditionally have experienced assessment techniques such as examinations and research assignments. Wellington et al. (2002) suggest that this approach has minimal validity in a WIL scenario. Workplace learning is affected by many factors (Foley, 2004) and thus assessment of student progress is associated with numerous difficulties. Richardson et al. (2009) developed the CCARDS framework to ensure "the professional context, environment and generic development are embedded in the choice of assessment type". The framework included the following criteria, which were regarded as essential to assessment of the WIL process: contextual; capability driven; action-based learning; relationship collaboration; developmental; and student-centred. This study reports on the use of the framework in the development of assessment items in Field Project, a final year Exercise Science course, which includes both work experience and career education. Student perceptions of the validity and fairness in marking of the each of the assessment items, as well as the allocated percentage of total marks, are examined. The advantages and disadvantages of recently changing the status of the course, from non-graded to graded, are also presented, along with the benefits and most important outcomes of the course.