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dc.contributor.authorSmith, C
dc.date.accessioned2017-05-03T15:25:56Z
dc.date.available2017-05-03T15:25:56Z
dc.date.issued2014
dc.identifier.issn1175-2882
dc.identifier.urihttp://hdl.handle.net/10072/68858
dc.description.abstractIn 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
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent739743 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherNew Zealand Association for Cooperative Education
dc.publisher.placeNew Zealand
dc.publisher.urihttp://www.apjce.org/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom209
dc.relation.ispartofpageto223
dc.relation.ispartofissue3
dc.relation.ispartofjournalAsia-Pacific Journal of Cooperative Education
dc.relation.ispartofvolume15
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchEducation systems not elsewhere classified
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecialist studies in education not elsewhere classified
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390399
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390499
dc.titleAssessment of student outcomes from work-integrated learning: Validity and reliability
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Education
gro.rights.copyright© 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.
gro.hasfulltextFull Text
gro.griffith.authorSmith, Calvin D.


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