Peer Review for Supervised WIL Assessment: Meeting TEQSA Requirements While Developing Professional Skills
TEQSA's supervised assessment requirements create real challenges for WIL programs: how do we verify authentic workplace learning without unsustainable workloads or compromising what makes WIL valuable?
This panel session brings together two complementary frameworks for addressing assurance of learning in WIL contexts. Associate Professor Faith Valencia-Forrester presents a peer review model for supervised WIL assessment, developed over six semesters and published in Assessment & Evaluation in Higher Education. Professor Mollie Dollinger contributes sector-wide perspectives on assurance of learning from her work leading Curtin University's Assessment 2030 initiative.
Together, they will explore practical approaches to meeting regulatory requirements while maintaining authentic professional skill development.
Who should attend: WIL coordinators, course convenors, and academic developers seeking sustainable approaches to supervised WIL assessment.
Presenters
Associate Professor Faith Valencia-Forrester is Academic Lead (Work-integrated Learning) at Charles Sturt University. Her peer review model for supervised WIL assessment enables students to present their WIL experiences to cross-disciplinary peer groups for structured feedback and evaluation, meeting TEQSA supervision requirements while developing professional skills. Her work in this space is published in Assessment & Evaluation in Higher Education.
Professor Mollie Dollinger is the Director of Assessment 2030 in the Office of the
Deputy Vice Chancellor (Academic) at Curtin University, where she leads a whole-of-university strategy for assessment transformation. Her work centres on supporting educational innovation, serving concurrently as the inaugural Director of Innovation and Scholarship of Learning & Teaching (ISOLT) in the Faculty of Health Sciences at Curtin University, and previously leading the creation and management of two university-wide student partnership programs at La Trobe University and Deakin University.
Her research focuses on students’ voice, graduate employability, and student equity, particularly for students with disabilities and those from regional and rural communities. Professor Dollinger also serves as Deputy Editor-in-Chief for the Journal of Higher Education Policy and Management and is an honorary research fellow at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University.
Pre-reading / Resources:
- Valencia-Forrester, F. (2026). A peer review model for supervised work integrated learning assessment: Design principles and implementation framework. Assessment & Evaluation in Higher Education.
- Dollinger, M. et al. (2025). Assurance of Learning in Fully Online Credentialled Programs: A Briefing Paper for the Australian Higher Education Sector Curtin University.
