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dc.contributor.authorRobinson, Karen
dc.date.accessioned2020-02-24T01:48:16Z
dc.date.available2020-02-24T01:48:16Z
dc.date.issued2018
dc.identifier.issn2538-1032
dc.identifier.urihttp://hdl.handle.net/10072/391815
dc.description.abstractAssessment is said to drive student learning, though the value of a 'grade' within work-integrated learning (WIL) is still not clear and most field placement students do not want their learning to be assessed beyond a pass/fail grade. Is then, the 'learning' in WIL as important as 'learning' in non-WIL courses? The focus of this paper is on the ‘value’ stakeholders place on the academic standards and grading practices in WIL. Data from a small qualitative constructivists grounded theory study undertaken in the Human Services sector will be used and how to grade ‘reflection’ will link learning, assessment and grading practices, identifying the difficulties and challenges to mainstreaming WIL. The importance of employability from a WIL experience will be the focus of a future paper.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherInternational Journal of Work-Integrated Learning
dc.publisher.urihttps://www.ijwil.org/
dc.relation.ispartofpagefrom349
dc.relation.ispartofpageto357
dc.relation.ispartofissue4
dc.relation.ispartofjournalInternational Journal of Work-Integrated Learning
dc.relation.ispartofvolume19
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchcode3901
dc.titleWhat value do stakeholders place on the academic standards and grading practices in work-integrated learning
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationRobinson, K, What value do stakeholders place on the academic standards and grading practices in work-integrated learning, International Journal of Work-Integrated Learning, 2018, 19 (4), pp. 349-357
dc.date.updated2020-02-24T01:35:46Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2018 New Zealand Association for Cooperative Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorRobinson, Karen L.


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