Implementing Work-integrated Learning in a Large-enrolment Undergraduate Course: A Case Study Using the Incentivized Improvement Method (IIM)
DOI:
https://doi.org/10.12775/LE.2025.008Keywords
work-integrated learning, incentivized improvement method, writing assessment, large-enrolment courses, inclusive pedagogyAbstract
Work-integrated learning (WIL) provides students with authentic, realworld experiences that enhance engagement, skill development, and employability. However, implementing WIL in large-enrolment courses remains challenging due to the logistical complexity of coordinating and assessing open-ended assignments. This case study examines the use of the Incentivized Improvement Method (IIM; Sama et al., 2025), a three-phase, feedback-driven assessment model informed by “ungrading” (Stommel, 2024), to support a WIL assignment in a large undergraduate statistics course. Ninety-eight student groups completed a data analysis consultancy project that was evaluated holistically, with emphasis on responsiveness to detailed feedback rather than adherence to a traditional rubric. Course-level metrics indicated high participation in the revision process, as well as consistent grading across teaching assistants, while qualitative student feedback highlighted the value of real-world application and opportunities for improvement. These findings suggest that the IIM off ers a feasible approach to assessing WIL in large-enrolment settings, where standardization is challenging but individualized feedback remains central.
References
Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university.
McGraw-Hill Education (UK).
Billett, S. (2009). Realising the educational worth of integrating work experiences in
higher education. Studies in Higher Education, 34(7), 827–843. https://doi.
org/10.1080/03075070802706561
Carless, D., & Boud, D. (2018). Th e development of student feedback literacy: Enabling
uptake of feedback. Assessment & Evaluation in Higher Education,
43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Gonsalvez, C. J., & Freestone, J. (2007). Field supervisors’ assessments of trainee performance:
Are they reliable and valid? Australian Psychologist, 42(1), 23-32.
https://doi.org/10.1080/00050060600827615
Hodges, D. (2011). Th e assessment of student learning in cooperative and work-integrated
education. In R. Coll & K. Zegwaard (Eds.), International handbook
for cooperative and work-integrated education (pp. 53–62). World Association
for Cooperative Education.
Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers
and best practice. Studies in Higher Education, 40(2), 350–367. https://
doi.org/10.1080/03075079.2013.842221
Jackson, D. (2017). Developing pre-professional identity in undergraduates through
work- integrated learning. Higher Education, 74(5), 833–853. https://doi.
org/10.1007/s10734-016-0080-2
Jackson, D. (2018). Challenges and strategies for assessing student workplace performance
during work-integrated learning. Assessment & Evaluation in Higher
Education, 43(4), 555–570. https://doi.org/10.1080/02602938.2017.1378618
Jackson, D., Dean, B. A., & Eady, M. (2025). Equity and inclusion in work-integrated
learning: Participation and outcomes for diverse student groups. Educational
Review, 77(2), 329–350. https://doi.org/10.1080/00131911.2023.2182764
Jackson, D., Rowbottom, D., Ferns, S., & Mclaren, D. (2016). Employer understanding
of work-integrated learning and the challenges of engaging in WIL
opportunities. Studies in Continuing Education 39(1), 35–51. https://doi.
org/10.1080/0158037X.2016.1228624
JASP Team (2024). JASP (Version 0.19.1) [Computer soft ware].
Patrick, C. -J., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008). Th e
WIL [work integrated learning] report: A national scoping study. Queensland
University of Technology.
Riordan, R. J., Hine, M. J., & Smith, T. C. (2017). An integrated learning approach to
teaching an undergraduate information systems course. Journal of Information
Systems Education, 28(1), 59–70.
Rust, C. (2007). Towards a scholarship of assessment. Assessment & Evaluation in Higher
Education 32(2), 229–237. https://doi.org/10.1080/02602930600805192
Sama, M., Shoura, M., & Lewandowska, O. P. (2025). Th e incentivized improvement
method (IIM): A scalable, eff ort-driven structure to writing assignments in
students. Retrieved from https://osf.io/preprints/psyarxiv/gmkds_v1
Smith, C. (2012). Evaluating the quality of work-integrated learning curricula: A comprehensive
framework. Higher Education Research & Development, 31(2),
247–262. https://doi.org/10.1080/07294360.2011.558072
Stommel, J. (2024). Ungrading: An introduction. Pedagogy, 24(3), 327–340. https://
doi.org/10.1215/15314200-11246255
Tran, L. T., & Soejatminah, S. (2016). ‘Get foot in the door’: International students’ perceptions
of work integrated learning. British Journal of Educational Studies,
64(3), 337–355. https://doi.org/10.1080/00071005.2015.1128526
Trede, F. (2012). Th e role of work-integrated learning to develop professionalism and
professional identity. Asia-Pacifi c Journal of Cooperative Education, 13(3),
159–167.
Trede, F., & M. Smith. (2014). Workplace educators’ interpretations of their assessment
practices: A view through a critical practice lens. Assessment & Evaluation
in Higher Education 39(2), 154–167. https://doi.org/10.1080/02602938.201
3.803026
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Creative Commons CC BY ND
Stats
Number of views and downloads: 88
Number of citations: 0