Assessing workplace-based learning

Abstract

Vocational education is distinctive by virtue of workplace-based learning in curriculum. This nexus of theory with practice, extends the learning space to authentic work environments. A critical issue of workplace-based learning is the assessment thereof. This article presents a review of workplace-based learning assessments in terms of whether the specified learning areas were attained, using portfolios and performance appraisals as the dominant assessment methods. Interviews with workplace coordinators and a review of assessments for diploma programs were subjected to content analysis to extrapolate themes related to the objectives of this study. Literature on workplace-based learning and assessment formed the backdrop for data analysis and discussion. The emerging themes revealed the influence of institutional and workplace dynamics on assessments and that portfolio development required revision. The import of this study foregrounds the need to evaluate current practices to ensure that workplace-based learning gains its rightful place as a valuable learning space. © 2020 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

Vocational education Higher education Assessment Workplace-based learning

Index Keywords

Author Affiliations

Cape Peninsula University of Technology, Bellville, South Africa

Funding & Acknowledgements

Teaching and Learning Research Initiative, TLRI

Funding text 1: The Journal is financially supported by the New Zealand Association of Cooperative Education (NZACE), www.nzace.ac.nz.; Funding text 2: This study was funded by an institutional research initiative, that is, Research and Innovation for Teaching and Learning (RIFTAL).

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Assessing workplace-based learning

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