Development of a Rubric to Assess Lifelong Learning in Work-Integrated Learning Reflection Assignments

Abstract

Lifelong learning has emerged as an important learning outcome across the Canadian post-secondary education system. However, assessments of lifelong learning have been limited to students’ self-reports, particularly questionnaires. In programs that offer work-integrated learning experiences, students’ reflections may provide a window to further developing this outcome. The purpose of this study was to develop a rubric for assessing lifelong learning in this context. A review of the literature was used to develop both a rubric and self-assessment instrument for measuring lifelong learning. Students in an accounting and financial management co-op program at a Canadian university (n = 32) completed the self-assessment and the rubric was applied to two reflection assignments. Staff feedback and correlational analyses provide initial support for the rubric as a useful tool for assessing lifelong learning. Implications for educators especially in work-integrated learning contexts are addressed.
 Keywords: lifelong learning, reflection, rubric, work-integrated learning
 
 L’apprentissage permanent est devenu un objectif d’apprentissage important dans l’ensemble du système d’éducation postsecondaire canadien. Toutefois, l’évaluation de l’apprentissage permanent s’est limitée jusqu’à maintenant aux témoignages des étudiants, au moyen de questionnaires tout particulièrement. Dans les programmes qui offrent des expériences d’apprentissage intégrées au milieu du travail, les réflexions des étudiants peuvent représenter une occasion de progrès dans ce domaine. L’objectif de notre étude était de concevoir une grille d’évaluation permettant d’évaluer l’apprentissage permanent dans un tel contexte. En nous fondant sur un examen des études existantes, nous avons élaboré cette grille ainsi qu’un outil d’auto-évaluation afin d’évaluer l’apprentissage permanent. Des étudiants inscrits dans un programme d’alternance travail-études en comptabilité et gestion financière d’une université canadienne (n = 32) ont complété l’auto-évaluation et nous avons appliqué la grille d’évaluation à deux devoirs d’ordre réflexif. Les commentaires du personnel et l’analyse des corrélations semblent de prime abord indiquer que la grille d’évaluation est un outil utile pour évaluer l’apprentissage permanent. Nous discutons des conséquences de notre étude pour les éducateurs, tout spécialement dans le contexte de l’apprentissage intégré au milieu de travail.
 
 Mots clés : apprentissage permanent, réflexion, grille d’évaluation, apprentissage intégré au milieu de travail

Lifelong learning measurement scale (LLMS): development and validation in the context of higher education institutions

“…The fairly standard concept of lifelong learning has been developed since the term was introduced in Faure's "Learning to Be" (Faure, 1972) and more conceptualized by Delors's (1998) "Learning: the treasure within" reports. At present, the approach of lifelong learning has gained more emphasis through attempts made to connect it as a means of providing people with the required knowledge and skills to succeed in a rapidly changing world (Jaldemark et al, 2022;Sproule et al, 2019;Olaniran, 2016). Considering this premise, lifelong learning is defined as individuals' capacity and desire for learning throughout life aims at improving their knowledge, competencies and full-of-life participation in learning activities (Soares and Dias, 2019;Crick et al, 2004).…”

“…Nevertheless, attempts have been made to measure lifelong learning and related constructs by researchers (e.g. Crick et al ., 2004; Kirby et al ., 2010; Hojat et al ., 2003; Sproule et al ., 2019; Uzunboylu and Hürsen, 2011) in different circumstances. Detailed illustration of some previously validated measurements is important and perhaps helps to figure out where is the missed point and what this study needs to fill.…”

“…Apart from students' context, Hojat et al . (2003), Sproule et al . (2019) and Uzunboylu and Hürsen (2011) attempted to measure teachers' and professionals' lifelong learning dispositions.…”

“…Likewise, Kirby et al (2010) constructed a scale that comprises 14 items aimed at measuring university and vocational students' disposition to lifelong learning. Apart from students' context, Hojat et al (2003), Sproule et al (2019) and Uzunboylu and H€ ursen (2011) attempted to measure teachers' and professionals' lifelong learning dispositions. For instance, the Jefferson Scale of Physician Lifelong Learning (JeffSPLL) operationalized by Hojat et al (2003) validated 19 items despite it giving more emphasis to assessing the professionals' engagement in practical learning such as research and conference.…”

“…Likewise, another effort was made by Sproule et al (2019) who developed a rubric to assess lifelong learning in work-integrated learning reflection assignments containing 10 selfreported items. Despite, the items being designed to assess lifelong learning in the workplace, both the Hojat et al (2003) and Sproule et al (2019) scales are focused on scrutinizing the learning-to-know and learning-to-do [presented next in the literature review section] aspects of lifelong learning. Other dimensions such as "learning to live together" and "learning to be", which are the main components of lifelong learning, were not entertained equally.…”