Work-Integrated Learning Assessment Rubric Development

Abstract

With an emphasis on WIL curriculum development and WIL assessment options, the current research seeks to better understand the concepts behind work-integrated learning (WIL). The authors used a qualitative Delphi analysis based on the literature on work-integrated learning to generate appropriate topic outputs and investigate WIL-related ideas. They include conventional and modern WIL models, traditional and modern WIL model typologies, curriculum for placement, and assessment of WIL, as well as the distinction between traditional and modern WIL needs in education. The current study incorporates experiential theory into the creation of evaluation rubrics using Kolb's notion of experiencing learning. In the current study, evaluation rubrics were developed using experiential theory in conjunction with Kolb's idea of experiencing learning. Fifteen themes from the qualitative Delphi process were used to create an evaluation matrix for the study. A 15-theme evaluation matrix for the study was developed for better work-integrated learning assessment.