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The work develops a rubric and a self-assessment instrument through a literature review, then applies the rubric to two student reflection tasks. In an accounting and financial management co-op program at the University of Waterloo (n = 32), staff feedback and correlational analyses provide initial support for the rubric as a useful assessment tool, with implications for educators in workplace learning contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-a-rubric-to-assess-lifelong-learning-in-work-integrated-learning-reflection-assignments/599077/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-a-rubric-to-assess-lifelong-learning-in-work-integrated-learning-reflection-assignments/599077.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about assessing lifelong learning?","Question",{"text":112,"@type":113},"Assessment of lifelong learning has largely relied on student self-reports, especially questionnaires. The study targets assessment through work-integrated learning reflection assignments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the rubric and self-assessment instrument developed?",{"text":117,"@type":113},"They were developed based on a review of existing literature, producing both the rubric and a self-assessment instrument to measure lifelong learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence supports the rubric’s usefulness in this context?",{"text":121,"@type":113},"Staff feedback and correlational analyses provide initial support that the rubric is useful for assessing lifelong learning, after it was applied to two reflection assignments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599077,1792191721,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Development of a Rubric to Assess Lifelong Learning in Work-Integrated Learning Reflection Assignments  \nRobert Sproule, David Drewery, T. Judene Pretti  \nLifelong 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 rubricfor assessing lifelong learning in this context. A review of the literature was used to develop both a rubric and self-assessment instrumentfor measuring lifelong learning. Students in an accounting andfinancial management co-op program atthe University of Waterloo (n = 32) completed the self-assessment and the rubric was applied to two reflection assignments. Stafffeedback and correlational analyses provide initial supportfor the rubric as a useful toolfor assessing lifelong learning. Implications for educators especially in work-integrated learning contexts are addressed.  \nKeywords: lifelong learning, reflection, rubric, work-integrated learning  \nL’apprentissage permanent est devenu un objectif d’apprentissage important dans l’ensemble du systèmed’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 étudiantspeuvent 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’évaluerl’apprentissage permanent. Des étudiants inscrits dans un programme d’alternance travail- études en comptabilité et gestion financière de l’Université de Waterloo (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’analysedes corrélations semblent de prime abord indiquer que la grille d’évaluation est un outil utile pour évaluerl’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.  \nMots clés : apprentissage permanent, réflexion, grille d’évaluation, apprentissage intégré au milieu de travail  \nWhenpositwivee  \nlifelong  \nthink of concepts that have a connotation within education, learning is one of the first that  \ncomes to mind. Lifelong learning has been described as a journey in which people develop their skills and knowledge throughout their lives (Aspin & Chapman, 2001; Hojat, Veloski, Nasca, Erdmann, & Gonnella, 2006) . Today’s world demands that individuals learn not just through formal education during their youth but during all stages of life and across all domains (Billett & Choy, 2011) . Those who subscribe to this perspective argue that a central aim for post-secondary education is to develop students into lifelong learners (Candy, 1991) . The School of Accounting and Finance (SAF) at the University of Waterloo recently acknowledged the importance of lifelong learning. SAF alumni have consistently identified lifelong learning as an essential graduate attribute. An emergent goal within SAF has been to better understand how to develop students into lifelong learners and how to assess this development.  \nA Lifelong Learning Mindset  \nA mindset is a collection of beliefs and attitudes with which a person approaches a situation. Dweck (2006) popularized the notion of a mindset in her work regarding growth and fixed mindsets. We acknowl","cbCaijA120Usik8U","https://ap.wps.com/l/cbCaijA120Usik8U","pdf",1126793,12,"English","# Purpose and background\n# Development of the rubric and instrument\n## Study context and participants\n## Rubric application and evidence\n# Lifelong learning mindset\n## Epistemic curiosity and proactivity\n## Transfer of knowledge and reflection","[{\"question\":\"What problem does the study address about assessing lifelong learning?\",\"answer\":\"Assessment of lifelong learning has largely relied on student self-reports, especially questionnaires. The study targets assessment through work-integrated learning reflection assignments.\"},{\"question\":\"How were the rubric and self-assessment instrument developed?\",\"answer\":\"They were developed based on a review of existing literature, producing both the rubric and a self-assessment instrument to measure lifelong learning.\"},{\"question\":\"What evidence supports the rubric’s usefulness in this context?\",\"answer\":\"Staff feedback and correlational analyses provide initial support that the rubric is useful for assessing lifelong learning, after it was applied to two reflection assignments.\"}]","Development of a Rubric to Assess Lifelong Learning in Work-Integrated Learning Reflection Assignments | PDF",1792088132]