ABSTRACT
This chapter addresses opportunities, challenges, and considerations that practitioners, educators, and researchers face in assessment in work-integrated learning (WIL) owing to the very nature of embedding learning in work contexts and practices. The first section considers approaches to assessment ‘of’ learning, assessment ‘for’ learning, and programs of assessment in WIL, supported by practice examples of assessing learners’ readiness for WIL, and scaffolding their engagement with assessment feedback. The chapter then overviews key considerations for assessment in WIL: constructive alignment, authentic assessment and feedback, balancing assessment within a safe container for learning, developing learners’ evaluative judgment skills, and designing assessments of learner performance in WIL. A practice example details the design process for a performance-based assessment. Throughout the chapter, concepts are applied to WIL assessment across varied disciplines, and the chapter ends with a set of recommendations to optimize the quality of WIL assessment and feedback practices.
