Abstract:
This paper explores issues associated with research-based methods for obtaining information intended to be useful for evaluating work integrated learning programs. In particular, the paper compares and contrasts two studies undertaken within the University of Technology Sydney Faculty of Engineering. Program goals, the requirements of evaluators, and limitations of the methods are considered. Relevant issues include response bias, validity, superficiality, usefulness, and applicability. Recommendations are offered in light of emerging educational views, including issues associated with enabling students’ judgment. The implications may be relevant for educators, higher education researchers and others who have an interest in the development of professional expertise.
