Exploring the intersection of flexible assessment and work-integrated learning

Purpose This paper explores how flexible assessment aligns with Luk and Chan’s (2024) three principles of effective work integrated learning (WIL) assessment: adaptive design, student ownership and self-reflection, and presents a practical implementation process for introducing flexible assessment into WIL, balancing student autonomy with administrative feasibility, industry partner needs and learning outcomes. Design/Methodology/Approach A qualitative case study explores Master of Business students in a capstone WIL unit at an Australian university, analyzing their experiences with flexible group assessment, and outlines a process for its introduction into WIL. Findings Students reported transformative experiences when given control over their learning, supporting self-determination found in prior flexible assessment research. Findings demonstrate that flexible assessment in WIL fosters meaningful industry partnerships while developing crucial workplace communication and problem-solving skills. Research limitations/implications The case study is limited to a single marketing unit at one Australian university and focuses exclusively on group assessment. Future research should explore flexible assessment in individual WIL contexts and across different disciplines to enhance generalizability. Practical implications A five-step implementation process for integrating flexible assessment into WIL is outlined, balancing student autonomy with administrative feasibility and industry partner expectations. This process can be adapted across disciplines with modifications to support authentic learning experiences. Originality/Value This paper enhances understanding of flexible assessment by examining its application in group contexts and offering a model applicable across disciplines, addressing the previously underexplored intersection of flexible assessment and work-integrated learning.