About this paper

Appears in:
Page: 1456 (abstract only)
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0131

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

WHAT IS BEING ASSESSED IN UNIVERSITY WORKPLACE LEARNING?

J. Garraway, L. Reddy

Cape Peninsula University of Technology (SOUTH AFRICA)
This research paper analyses lecturers’ assessment practices during students’ work-integrated learning period. Through conducting this analysis it is possible to better understand what knowledge and practice are seen as important by lecturers, as well as the extent to which work and university knowledge and practices are integrated. Examining how learning is assessed thus provides information about how the curriculum could be transformed to enhance student learning.

There is generally an increasing interest in the vocational aspects of higher education, including work integrated learning. Yet there is often an assumption that students will make connections between these two sites, but this is often not the case; connecting university knowledge and practices to that of working life thus remains a vexing problem. In this research we examine this connectivity with a focus on WIL (Work Integrated Learning) assessment as this may highlight what lecturers’ judge as important knowledge. The lens for examining assessment is that of the Legitimation Code Theory concept of Autonomy codes. Whereas we find that work and university practices and knowledge may be quite well connected, our theoretical lens reveals an unexpected outlying field that may be less well connected to disciplinary knowledge, that of writing and presentation practices judged as valuable by the lecturers. The paper suggests how these two fields, general writing and presentation and disciplinary knowledge and practices, may be better integrated in order to transform the curriculum for the purpose of improving student learning.
@InProceedings{GARRAWAY2017WHA,
author = {Garraway, J. and Reddy, L.},
title = {WHAT IS BEING ASSESSED IN UNIVERSITY WORKPLACE LEARNING?},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0131},
url = {http://dx.doi.org/10.21125/edulearn.2017.0131},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {1456}}
TY - CONF
AU - J. Garraway AU - L. Reddy
TI - WHAT IS BEING ASSESSED IN UNIVERSITY WORKPLACE LEARNING?
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0131
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 1456
EP - 1456
ER -
J. Garraway, L. Reddy (2017) WHAT IS BEING ASSESSED IN UNIVERSITY WORKPLACE LEARNING?, EDULEARN17 Proceedings, p. 1456.
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