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    WIL Assessment

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    Andreas Kanime
    This document outlines the assessment process for work integrated learning (WIL). It discusses the importance of assessment, strategies like questioning and examining products, and components like a portfolio of evidence and personal development plan. The portfolio contains reflections, logs, and evidence of completed work. Reflection involves thinking about tasks and lessons learned. The personal development plan identifies strengths, challenges, and goals through self-analysis and setting timelines. It is developed with a mentor to improve professional learning during WIL.

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    WIL Assessment

    Uploaded by

    Andreas Kanime
    23 views15 pages
    This document outlines the assessment process for work integrated learning (WIL). It discusses the importance of assessment, strategies like questioning and examining products, and components like a portfolio of evidence and personal development plan. The portfolio contains reflections, logs, and evidence of completed work. Reflection involves thinking about tasks and lessons learned. The personal development plan identifies strengths, challenges, and goals through self-analysis and setting timelines. It is developed with a mentor to improve professional learning during WIL.

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    This document outlines the assessment process for work integrated learning (WIL). It discusses the importance of assessment, strategies like questioning and examining products, and components like a portfolio of evidence and personal development plan. The portfolio contains reflections, logs, and evidence of completed work. Reflection involves thinking about tasks and lessons learned. The personal development plan identifies strengths, challenges, and goals through self-analysis and setting timelines. It is developed with a mentor to improve professional learning during WIL.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    23 views15 pages

    WIL Assessment

    Uploaded by

    Andreas Kanime
    This document outlines the assessment process for work integrated learning (WIL). It discusses the importance of assessment, strategies like questioning and examining products, and components like a portfolio of evidence and personal development plan. The portfolio contains reflections, logs, and evidence of completed work. Reflection involves thinking about tasks and lessons learned. The personal development plan identifies strengths, challenges, and goals through self-analysis and setting timelines. It is developed with a mentor to improve professional learning during WIL.

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    Unit 2: Work Integrated Learning Assessment

    Outline
    1. WIL assessment
    2. Principle underpinning assessment
    3. Assessment strategies
    4. Components of WIL assessment
    5. WIL Portfolio of Evidence (PoE)
    6. Components of the PoE
    7. Reflection
    8. Reflection during WIL
    9. Personal Development Plan (PDP)
    10.How to develop PDP
    11. Steps to develop a PDP
    Learning outcomes
    Upon completion of this unit you should be able to:
    1. Explain the importance of assessment
    2. Develop a Personal Development Plan
    3. Complete the attendance log, reflection
    sheets/journal and report
    4. Compile and present a Portfolio of Evidence
    1. WIL assessment
    • WIL is a course which is part of your programme
    curriculum that is assessed and moderated.
    • During WIL you are visited by your department WIL
    coordinator or academic supervisor for monitoring and
    evaluation purposes.
    • Upon completion WIL is assessed at NQF Level 7.
    • Credits are awarded towards the attainment of a
    qualification.
    • Assessment will based on the achievement of the
    learning outcomes of the WIL course, as outlined in your
    WIL guide designed according to the NQF Level
    descriptors for Level 7 qualifications.
    2. Principles underpinning assessment
    • Validity
    • Reliability
    • Fairness
    • Equitability
    • Flexibility
    • Authenticity
    • Sufficiency
    • Currency
    3. Assessment Strategies
    Assessment methods or techniques can be grouped into three
    main strategies.
    These are:
    • Questioning (both oral and written).
    • Observation of performance, either in real-life situations
    or in simulations.
    • Examination of products.
    • Summative assessment (exam, test and assignment.
    • Formative assessment (presentation an assignment and
    involve feedback).
    4. Components of WIL Assessment
    1. Pre-WIL work readiness
    2. Portfolio of Evidence
    3. Log sheets
    4. Reflection sheets
    5. Reflection report
    6. WIL presentation
    7. Performance of an assignment
    5. WIL Portfolio of Evidence (PoE)
    • During the WIL period students are required to develop a
    Portfolio of Evidence (PoE).
    • PoE is a collection of documents evidence presented by
    a student in an electronic format or hard copy A4 file to
    the department WIL Coordinator upon the completion
    WIL.
    • The file contains proof of assignments or activities
    completed and competencies against the learning
    outcomes and learning areas that the student was
    exposed to during WIL.
    • The PoE is assessed and moderated and a mark is
    allocated and the student can pass or fail.
    6. Components of PoE
    • A Personal Development Plan (PDP).
    • Log sheets indicating hours spent on WIL per day and signed off by
    the mentor.
    • Reflection sheets describing work done as well as personal growth
    achieved through completed tasks, these too must be signed off by
    the mentor.
    • Evidence or samples of work completed including pictures and video
    clips or electronic links.
    • Personal documents such as Curriculum Vitae, WIL acceptance letter
    and contracts.
    7. Reflection
    What is reflection
    • A learning process through thinking and asking
    questions such as What? Why? How? during the
    WIL learning process.
    • It means to think about what one is doing whilst
    doing it (Schön, 1991, as cited in Martin & Hughes,
    2009).
    • Giving a thought to what you experience or are
    exposed to.
    • Gibbs (1988) proposed reflection as the process of
    developing skills through a cycle.
    TIP: Keep a notebook or journal in order to learn and reflect everyday.
    8. Reflection during WIL
    WIL placed students are expected to reflect on each task
    completed. Reflection involves the ability to describe
    activities or tasks and to explain the lessons learned.
    Gibbs (1988) six stage model is recommended to help you
    learn to reflection-before-auctioning the task and after.
    9. Personal Development Plan (PDP)
    • A PDP is on going process designed to enable
    people or students to think and plan for their
    own personal, academic and career
    development.
    • It is a document indicating current and desired
    skills gaps and strategies to close such gaps.
    • The process of designing a PDP allows people to
    do a self-analysis, personal reflection; honest
    appraisal of their own strengths and
    weaknesses.
    http://www2.le.ac.uk/offices/ld/personal-development-planning-
    pdp
    10. How to develop the PDP
    • A student should work together with the mentor to develop
    his/her PDP.
    • Identify strengths and challenges that relate to professional
    learning goals and activities.
    • Identified areas for improvement and growth.
    • Identify specific professional learning activities that are in line with
    your WIL learning areas as outline in your WIL guide or letter.
    Discuss with your industry mentor/supervisor.
    • Set timelines for completion.
    • Record evidence of learning or performance.
    • Review progress.
    11. Steps to develop PDP
    • Step I. Identify areas for Professional
    Development
    • Step II. Professional Learning Goals and Activities
    • Step III. Indicate the support you require
    • Step IV. Review progress and summarise the PDP
    Indicate if YOUR personal learning goals or expectations were met or not. If met,
    indicate the sources of evidence. If not, indicate the areas of improvement and
    how you can be supported.
    Contact details:

    Tel: 061 - 207 2866


    Fax: 061 - 207 2846
    Thank You
    E-mail : ceu@nust.na/
    www.ceu.nust.na

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