Learning in vivo

Eight categories of assessing work-integrated learning

Sonia Ferns and Keri Moore (2012) indicate that assessment of fieldwork generally comprise three broad elements, namely (a) actual workplace performance; (b) a record of the experience (diary or journal); and (c) a reflection on the work-based experience. However, they mapped eight categories of assessment in use for assessing student outcomes from fieldwork placements:

• Case Studies research on cases: applying disciplinary knowledge in a professional context, roles, ethics, and responsibilities, systems, processes and lateral and higher order thinking, debates. Can be inter-professional or discipline specific.
• Reflection/portfolio: Reflection of work place experience and collection of evidence.
• Simulation: Institutional based assessment intended to replicate the workplace environment e.g., role play including Objective Structured Clinical Examinations (OSCE), peer and self-assessment.
• Knowledge test: Testing recall of facts such as online quizzes or multiple choice quizzes (MCQ).
• Performance - real-time in situ: Practical assessment of work place performance - detailed understanding of disciplinary systems, roles, ethics, and responsibilities, systems, processes and lateral thinking, proficiency in basic disciplinary skills, communication and core disciplinary knowledge.
• Oral Presentations: oral test - detailed understanding of disciplinary systems, roles, ethics, and responsibilities, systems, processes and lateral thinking.
• Written task: Essays or reports (other than case studies) higher order thinking.
• Industry-based case study: Investigation of actual work place scenarios.

Their research findings include, among others, some interesting graphs about frequencies of use of the above mentioned assessment types; and of graduate attributes assessed.

Ferns, S. & Moore, K. 2012. Assessing student outcomes in fieldwork placements: An overview of current practice. Asia-Pacific Journal of Cooperative Education, 13(4), 207-224.

Measuring effectiveness of work placements - an instrument

An evidence-based placement evaluation instrument has been developed through qualitative research by six members of Deakin University, Melbourne, Australia. They researched the views of placement stakeholders regarding what attributes of the placement experience should be evaluated. The qualitative data gathered had been thematically analysed and a 25 item evaluation instrument (see column on the right in the table below). The instrument—containing questions and illustrative quotes, in addition to the summary below—can be completed by students to evaluate and improve placement experiences and outcomes.

Determinant of meaning	Theme
Capability	Real world experience Knowledge gained Student skill Application of knowledge Communication skills Time management Project management Organizational functioning Confidence Personal development Assessment tasks
Cooperation and morality	Relationship building and management Networking Teamwork Ethics Organizational supervision University supervision
Cohesive/Coherent worldview	Clearer career path Student contribution
Unambiguous duties	Face-to-face coordination Pre‐placement assessments or training Clear and aligned expectations Pre‐placement preparation at the organization Feedback provided from university Feedback provided from organization

Sturre, V.; Keele, S.; Von Treuer, K.; Moss, S.; Mcleod, J. & Macfarlane, S . 2012. Construction of an instrument to measure effectiveness of placement settings and experiences. Asia-Pacific Journal of Cooperative Education, 2012, 13(4), 225-238.