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  • Assessment of student outcomes from work-integrated learning: Validity and reliability

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    Author(s)
    Smith, C
    Griffith University Author(s)
    Smith, Calvin D.
    Year published
    2014
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    Abstract
    In this article the issues of validity and reliability in the assessment of the learning outcomes of WIL curricula are considered. An argument is made that there are three classes of learning outcome for WIL curricula: experience of the work-world; the development or refinement of skills; and the application of disciplinary knowledge in work contexts. It is noted that the protocols for assessing the first two of these outcome classes have a longer history and are better developed, in terms of established validity and reliability, than those for assessing the third outcome class. An elaboration is then made of the scope and ...
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    In this article the issues of validity and reliability in the assessment of the learning outcomes of WIL curricula are considered. An argument is made that there are three classes of learning outcome for WIL curricula: experience of the work-world; the development or refinement of skills; and the application of disciplinary knowledge in work contexts. It is noted that the protocols for assessing the first two of these outcome classes have a longer history and are better developed, in terms of established validity and reliability, than those for assessing the third outcome class. An elaboration is then made of the scope and meaning this third class of outcome, and it is argued that the naﶥ notion of "application" can be developed fruitfully in terms of three requirements that force the explicit integration of theory and practice: (1) interpretations of the setting; (2) predictions about the impacts of possible future action scenarios therein; and (3) action choices. When all three are justified by reference to disciplinary canonical knowledge and theory a strong case can be made that students have successfully integrated theory and practice. This idea is developed and a generic rubric is proffered that may be of use to WIL curriculum designers and assessors
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    Journal Title
    Asia-Pacific Journal of Cooperative Education
    Volume
    15
    Issue
    3
    Publisher URI
    http://www.apjce.org/
    Copyright Statement
    © 2014 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.
    Subject
    Education systems
    Education systems not elsewhere classified
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/68858
    Collection
    • Journal articles

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