Sonia Ferns and Keri Moore (2012) indicate that assessment of fieldwork generally comprise three broad elements, namely (a) actual workplace performance; (b) a record of the experience (diary or journal); and (c) a reflection on the work-based experience. However, they mapped eight categories of assessment in use for assessing student outcomes from fieldwork placements:
- Case Studies research on cases: applying disciplinary knowledge in a professional context, roles, ethics, and responsibilities, systems, processes and lateral and higher order thinking, debates. Can be inter-professional or discipline specific.
- Reflection/portfolio: Reflection of work place experience and collection of evidence.
- Simulation: Institutional based assessment intended to replicate the workplace environment e.g., role play including Objective Structured Clinical Examinations (OSCE), peer and self-assessment.
- Knowledge test: Testing recall of facts such as online quizzes or multiple choice quizzes (MCQ).
- Performance - real-time in situ: Practical assessment of work place performance - detailed understanding of disciplinary systems, roles, ethics, and responsibilities, systems, processes and lateral thinking, proficiency in basic disciplinary skills, communication and core disciplinary knowledge.
- Oral Presentations: oral test - detailed understanding of disciplinary systems, roles, ethics, and responsibilities, systems, processes and lateral thinking.
- Written task: Essays or reports (other than case studies) higher order thinking.
- Industry-based case study: Investigation of actual work place scenarios.
Their research findings include, among others, some interesting graphs about frequencies of use of the above mentioned assessment types; and of graduate attributes assessed.
Ferns, S. & Moore, K. 2012. Assessing student outcomes in fieldwork placements: An overview of current practice. Asia-Pacific Journal of Cooperative Education, 13(4), 207-224.