Digital technologies and artificial intelligence
A catalyst for the transformation of traditional work-integrated assessment in higher education
DOI:
https://doi.org/10.20853/40-5-8535Keywords:
Work-integrated learning, virtual work-integrated assessment, artificial intelligence, transformationAbstract
Traditionally, assessment of work-integrated learning (WIL) is conducted face-to-face, with the assessor physically in the same place as students to evaluate their acquisition of professional knowledge, skills, and competencies. However, the rapid technological advancements, changing workplace practices, and disruptions such as the COVID-19 pandemic highlighted the need for more flexible and innovative assessment strategies. Virtual WIL assessment (VWA), which leverages digital technologies, artificial intelligent tools, and virtual simulations, arose out of this need. In the discourses on VWIL, some scholars have theorised about the transformative potential of digital technologies and AI to enhance flexibility, access, collaboration, and reflective practice without explicitly demonstrating how this phenomenon occurs or has occurred. This study investigated the potential of digital technologies and AI tools to transform traditional WIL assessment (TWA) in higher education. The research question was “How can digital technologies and AI tools contribute to the transformation of TWA? The objective was to (i) explore digital technologies and AI tools employed to virtually assess WIL and (ii) to examine how these strategies can transform TWA. Guided by the interpretivist paradigm and underpinned by transformative learning theory, the study adopted a qualitative case study design. Semi-structured open-ended interviews were used to collect data from 15 purposively selected participants and analysed using colour-coding to identify emergent themes. The rationale for the study stemmed from the growing demand for technology and AI-enabled assessment practices that are compatible with the changing world of work. Results revealed that these tools can foster empowerment, autonomy, and independence and unleash innovation and creativity while enhancing meaningful engagements. The study concludes that these tools have a significant potential to transform TWA by expanding opportunities for authentic, inclusive, and sustainable assessment in higher education. It is recommended that universities invest in digital infrastructure, develop capacity, and integrate virtual assessment models into WIL policies to promote student employability and meet the demands of the twenty first century and the fourth industrial revolution.
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