Student assessment in exemplary work‐based education programs

Abstract

Purpose

The purpose of this paper is to describe the assessment practices reported by Canadian educators and workplace supervisors involved in exemplary work‐based education (WBE) programs for high‐school students.

Design/methodology/approach

Six focus groups were conducted, four with teachers and coordinators and two with workplace supervisors from exemplary WBE programs, to identify the features of these exemplary programs that prepare adolescents to participate in WBE, that prepare workplace supervisors to mentor WBE students, and that characterize the day‐to‐day interactions in the workplace through which adolescents learn. Surprisingly, in the absence of any questions directly focused on assessment, participants spoke at length and with passion about the purpose and nature of assessment in their outstanding WBE programs.

Findings

Analyses of these interviews revealed six themes that describe the range of assessment practices associated with these three features of exemplary programs: identification of student interests and abilities; student self‐assessment; communication of expectations and responsibilities; contextualized assessment; collaboration between school and workplace; and connections between assessment and instruction.

Originality/value

The findings highlight practical assessment procedures, for teachers and workplace supervisors, which facilitate the meaningful participation and learning of students in WBE programs and of workers in the workplace.

Citation

Berg, D.H., Taylor, J., Hutchinson, N.L., Munby, H., Versnel, J. and Chin, P. (2007), "Student assessment in exemplary work‐based education programs", Journal of Workplace Learning, Vol. 19 No. 4, pp. 209-221. https://doi.org/10.1108/13665620710747906