A case study analysis of the criteria used for authentic evaluation of information technology students’ progress on workplace-based work-integrated learning

Abstract

This study explores the evaluation of Information Technology (IT) students during and after their core-to-course work-integrated learning (WIL) placement conducted with an industry host and aligned for credit at an Australian University. The case study investigates the value of the performance evaluation criteria used by supervisors to judge students' placement progress and skill development. Understanding how students are reviewed during placements is a crucial assurance of learning for students, program managers, placement supervisors and teaching staff (academics). A comprehensive quantitative analysis of n=251 student placement reviews drawn across three teaching periods in 2021/22 provided insights into the effectiveness of each criterion. The results reveal the need for clarity and improvement of some criteria and a refinement of the overall process namely to improve quality feedback for students during their placement. The findings provide valuable contribution to sector-wide enhancement of IT placements with the aim of better preparing IT students for the world of work. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

Higher education information technology placement review criteria supervisor evaluation work-based WIL

Index Keywords

Author Affiliations

Deakin University, Geelong, VIC, Australia

Funding & Acknowledgements

No funding information

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A case study analysis of the criteria used for authentic evaluation of information technology students’ progress on workplace-based work-integrated learning

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