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What value do stakeholders place on the academic standards and grading practices in work-integrated learning.
- Source :
- International Journal of Work-Integrated Learning; 2018, Vol. 19 Issue 4, p349-357, 9p
- Publication Year :
- 2018
-
Abstract
- Assessment 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. [ABSTRACT FROM AUTHOR]
- Subjects :
- EDUCATIONAL standards
EDUCATIONAL tests & measurements
EXPERIENCE
FIELDWORK (Educational method)
GROUNDED theory
INTERDISCIPLINARY education
INTERNSHIP programs
LEARNING strategies
QUESTIONNAIRES
REFLECTION (Philosophy)
SCHOOLS
SOCIAL services
STUDENTS
RATING of students
SUPERVISION of employees
UNIVERSITIES & colleges
QUALITATIVE research
SOCIAL constructionism
TEACHING methods
COLLEGE teacher attitudes
Subjects
Details
- Language :
- English
- ISSN :
- 25381032
- Volume :
- 19
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- International Journal of Work-Integrated Learning
- Publication Type :
- Academic Journal
- Accession number :
- 141521860