Assessment feedback of Hospitality students by industry stakeholders during Work-integrated learning. Beverley Seager Cape Town Hotel School Cape Peninsula University of Technology seagerb@cput.ac.za 021-440 5700

Content of the Presentation Introduction Background Hospitality Industry Assessment Workplace Supervisor Methodology Results Discussion Recommendations Conclusion

Introduction “Tell me and I forget, teach me and I may remember, involve me and I learn”. Benjamin Franklin Consider these words carefully – “Tell me and I forget, teach me and I may remember, involve me and I learn”

Background to the Study Credit-bearing subject of the National Diploma in Hospitality Management Therefore all WIL placements are assessed Concerns regarding the method of assessments Purpose – determine the degree of feedback during the assessment process

Hospitality Industry The scope of hospitality and tourism. Source: Walker (2009:7)

Lodging – Hotel Industry Rooms Division Food and Beverage Sales and Marketing Human Resources Financial Control Facilities Management

Assessment Methods Summative Assessment Formative Assessment Measurement of students understanding Little or no feedback Formative Assessment Support methods of teaching to promote development and growth Feedback to enhance learning process Categorised from informal to formal

Formal formative feedback assessment Knight and Yorke (2003): Formative WIL assessment should provide formal formative feedback. Designed according to a specific curriculum assessment framework aligned to the course.

Formative Feedback Allows for reflection – develop ways to improve Encourage students to become self-regulated learners Provided by academic lecturer and external sources Application in the workplace

The Workplace Supervisor Best judge of professional competence Guide and train the student Aware of the learning outcomes Constructive feedback Cooperation between academic lecturer and workplace supervisor

Hotels that accepted students in 2017 Methodology Population Hotels that accepted students in 2017 2017 WIL STUDENTS Quantitative questionnaires with a qualitative question Qualitative interviews

Results Student participation in the assessment process Students: 37% present during assessment Industry: 52% stated the student was involved in the assessment Responses from students: “No, people also don’t want to complete them. They would take the form and give it back to me without feedback. Some people just consider the assessment form as just paperwork and do not realise its importance.”

Results Assessment process contributes to learning Positive feedback regarding the benefits of the purpose of the assessment from students and industry. Supervisors aware of students’ work performance Validity of the assessment form Assessment forms should be more specific to the learning outcomes of a department Differ from first and final year WIL placement

Discussion Assessment process is beneficial to the development of attributes required by the hospitality industry Challenges Limited or lack of feedback during the assessment process Assessment form requires adjustment

Recommendations Methods to increase the interaction and feedback during the assessment process How: revised, more specific assessment form that requires student reflection prior to the supervisor’s mark allocation. Recommendation to have the academic lecturer involved in the assessment process Limitations – more information gained if study was not anonymous

Conclusion Importance of WIL undeniable Success depends on the collaboration between academic institution and the workplace Be of benefit to all three parties Students Academic intuition Hospitality industry Future studies

Cape Peninsula University of Technology Thank you Beverley Seager Cape Town Hotel School Cape Peninsula University of Technology seagerb@cput.ac.za 021-440 5700