The challenge of assessing professional competence in work integrated learning
Bibliographic Data
| ID | 19378310 |
|---|---|
| Authors | Judith McNamara (0000-0002-2911-4103, Law School, Queensland University of Technology , Brisbane, Australia, corresponding author) |
| Year | 2013 |
| Volume | 38 |
| Issue | 2 |
| Pages | 183-197 |
| Publication date | 2013-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2011.618878 |
| OpenAlex | W2092313246 |
| Language | EN |
| Citations received | 17 |
| References cited | 12 |
A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students’ demonstration of professional competence in the workplace. The assessment of professional competence in WIL is, however, problematic. It may be impractical for the academic supervisor to directly assess professional competence if there are a large number of students in external placements. If evidence of professional competence is provided by the student, the student’s ability to articulate his or her own capabilities will interfere with the validity of the assessment. If evidence of professional competency is provided by the supervisor then the assessment is heavily dependent on the individual supervisor and may be unreliable. This paper will examine the literature relating to the assessment of professional competence in WIL. The paper will be informed by the author’s experience in coordinating a WIL subject in an undergraduate law course. It will recommend that a mix of evidence provided by the student, the workplace supervisor and the academic supervisor should be used to assess professional competence in WIL
Management · Medical education · Pedagogy · Professional development · Supervisor · Competency Development and Evaluation · Higher Education and Employability · Higher Education Learning Practices · Medicine · Psychology · Social Psychology
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Rethinking Assessment in Higher Education
Sustainable Assessment
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| Unique citing works | 17 |
|---|---|
| Citations per year | 1.7 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |