- Wednesday, 17 April 2024
2:30 pm - 3:30 pm - Zoom – further details provided upon registration
Many professional practice educators continue to have questions about the assessment of WIL-based experiences and opportunities. Two recent influences, generative artificial intelligence tools and the amplification of graduate employment outcomes, are broadening and rapidly changing the assessment landscape. Feedback and assessment can have three broad purposes – of learning, for learning and program assessment – and decisions about assessment types and modes are weighed in on by various stakeholders.
- How do we ensure that our assessments are fit for purpose?
- What is authentic about WIL?
- Do we have enough variety to enable all students to demonstrate their learning?
- Are the appropriate stakeholders around the decision-making table when it comes to good assessment policies and guidelines for the WIL space?
- How does Generative AI impact WIL-focused assessment?
- How does WIL fit into the conversation about course level/programmatic assessment?
Jennie Brentnall et al. (2023) have established three common assessment types: performance-based assessments, reflective tasks and portfolio assessments. They discuss each of their strengths and challenges.
Join us to discuss these assessment types, the challenges and more, to help us develop a fulsome glossary of categorised assessment types according to the UTS Quality WIL Typology.
Resources:
- Brentnall, Judd, Raymond & Ashcroft, 2023. Learner assessments in work-integrated learning. In K. Zegwaard & J.Pretti (eds.) The Routledge International Handbook of Work-Integrated Learning. (3rd Edition), pp. 473-491. Taylor & Francis, 2023.
- Five principles for the effective ethical use of generative AI – LX at UTS
Register for this event
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Bookings are closed for this event.