Abstract:

Work-based learning (WBL) is widely accepted in modern education and increasingly viewed as a valuable and increasingly essential component for engineering education. However, comparability of technical perspectives have been considered constraint to integrate the assessment by academic and industry supervisors in order to measure the full range of skills and competencies gained by students in the professional setting. Therefore, this paper addresses comparison study between marks given by academic and industry supervisors through different assessment methods including oral presentation, student’s working attributes, report and weekly logbook. The analysis covers data of 3,404 students from five engineering programs, civil engineering, petroleum engineering, electrical and electronics engineering, chemical engineering and mechanical engineering between 2013 and 2016. This paper concludes that, in all assessment methods, although the industry supervisor is consistently having higher mark spread than the academic supervisor, the mean mark differences remain minor. It is indeed possible to say that assessments by both supervisors are valid, reliable and comparable to measure student’s performance during attachment with the industry.

Keywords:

Work-Based Learning, Engineering Education.