Abstract
It is challenging to embed work-integrated learning (WIL) experiences into large undergraduate courses with hundreds of students. In WIL, students often benefit greatly from individualized guidance and mentorship to navigate real-world challenges and apply theoretical knowledge to practical settings. However, managing logistics for so many students, including supervision, feedback, and assessment, can be impractical and resource intensive for instructors. Additionally, large undergraduate courses often attract a diverse student body with varying backgrounds, experiences, and circumstances; thus, ensuring equitable access during WIL experiences can be challenging. Factors such as disability or language barriers may present complications in engagement for some students. Overcoming these barriers and providing equitable access to WIL experiences for all students therefore requires proactive efforts to identify and address systemic inequities. The present innovation case study describes and discusses the implementation of an “ungrading” method known as the Incentivized Improvement Method (IIM), to equitably assess student learning and performance during a WIL experience incorporated into a large undergraduate course in applied statistics. Through a mixed-methods approach, including qualitative interviews and quantitative analysis of student performance data, the case study evaluates the impact of IIM on student engagement, motivation, and learning outcomes. Findings suggest that the IIM promotes a growth mindset among students, encourages self-directed learning, and mitigates performance-related stress. Additionally, the study discusses practical considerations and challenges associated with implementing the IIM to a WIL experience. Overall, this case study contributes to the ongoing discourse on innovative assessment strategies and their implications for equitable education practices.
Presenters
Olivia LewandowskaAssistant Professor, Teaching Stream, Psychology, University of Toronto Scarborough, Ontario, Canada
Details
Presentation Type
Theme
KEYWORDS
Education, Social Studies Pedagogy, STEM Pedagogy, Work-Integrated Learning, Equity, Ungrading
