Abstract

Vocational education is characterised by incorporating experiential learning as a compulsory component of curriculum. This allows for the alignment of theory and practice, as well as extending the learning space to an authentic work environment. One of the critical issues of a successful experiential learning experience is the assessment thereof. This paper reports on a review of experiential learning assessments in terms of their efficacy in meeting assessment criteria as required. Interviews with lecturers and a review of assessments of four management diploma programmes were subjected to content analysis using the exit level outcomes of the qualification for coding. The literature on workplace learning and crossing boundaries from the classroom to the world of work formed the backdrop for data analysis and discussion. The themes that emerged from this study revealed that experiential learning was viewed as a separate module, managed independently from the programme of study, and that assessments and work experiences differed depending on the placement opportunity. The import of this presentation resides in the need to evaluate current practices to ensure that experiential learning is an extension of the process of learning and should by no means be a disparate module for compliance purposes.

Presenters

Desiree Scholtz
Teaching and Learning Co-ordinator, Faculty of Business and Management Sciences, Cape Peninsula University of Technology, Western Cape, South Africa

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Assessment and Evaluation

KEYWORDS

"Vocational Education", " Experiential Learning", " Higher Education"

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