Assessment and feedback remain one of the biggest challenges when designing work-integrated learning (WIL) programs. Motivated by the paucity of student-facing research, this study explores the student experiences of assessment and feedback on work-placement modules across a variety of programs within a single university. Two hundred and seventy students from different disciplines who had completed a work-placement module the previous academic year participated by contributing quantitative and qualitative data via a survey. The data reveals that, both within and across programs, participants found assessment divisive. For some, assessment supported employability and the development of key graduate attributes while others reported that the assessment process did not support learning, as it was not relevant, or distracting. The findings reveal a gap between the theory and practice of how authentic assessment is actualized across a range of work-placement modules and carry practical implications for higher education institutions striving to enhance WIL experiences. © 2024 International Journal of Work-Integrated Learning. All rights reserved.
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