Work-Integrated Learning: Good Practice Guide - CHE

In this section, we turn to matters of assessment. As previously explained, assessment should be aligned
with the intended outcomes of the subject or programme, assessment tasks should be at the appropriate
HEQF level, the assessment should be aligned with the particular WIL focus and form (e.g., problem-based
learning), and the teaching and learning activities – whether classroom or workplace-based, should have
prepared the student for the assessment task. often formative assessment (assessment for learning) is seen
as part of the teaching and learning activities, unlike summative assessment which aims to measure the
learning students’ have achieved at the end of the course. the important point is that students need to be
well prepared for assessment, particularly in the case of ‘high stakes’ assessment tasks. Figure 5.1 indicates
the focus of this section of the guide.
Table 5.1: Assessment in the curriculum
5.1 Principles of work-integrated learning assessment
WIL is based on the same principles that should guide all assessment planning, namely that assessments
should be appropriate, fair, transparent, formative as well as summative, valid, authentic, and consistent.
Student learning should be demonstrated to be appropriate for the qualification and should be assessed
wherever it takes place or is provided. Further detail and examples of the principles of WIL assessment are
provided in table 5.2:
41
Intended
outcomes (or
goals)
e.g., problem
solving
Etc.
cHAPtEr FIVE
ASSESSMENt oF/For Work-
INtEgrAtEd LEArNINg
HEQF Level
HEQF Level 5
Curriculum
form
Problemoriented
learning
Teaching
and/or
learning
activities
the lecturer
presents case
studies;
students work
in groups
to answer
questions
related to the
case study
Formative
assessment
task
Students selfassess
their
draft reports,
using a
checklist
related to
assessment
criteria; there
is peer feedback
on editing.
Summative
assessment
task
the student
submits a
report that
addresses the
lecturer’s
questions on
the case study.
Work-Integrated Learning: Good Practice Guide
41