Work-Integrated Learning (WIL) has emerged as a crucial strategy in higher education, aimed at closing the divide between theoretical knowledge and practical skills required in the workplace. Nevertheless, many current evaluation frameworks for WIL primarily concentrate on assessing outcomes, neglecting the ongoing feedback essential for student development and program enhancement. This research suggests the creation of a feedback-oriented evaluation instrument that prioritizes reciprocal communication among students, academic advisors, and industry supervisors. The instrument incorporates organized surveys, self-evaluations, and competency-based rubrics to gather feedback prior to, during, and following placements. In doing so, it not only evaluates technical abilities and readiness for the workplace but also uncovers obstacles, student expectations, and areas needing additional support. The survey aspect captures students’ views on confidence, motivation, and skill enhancement, while input from supervisors offers evidence-based assessments of workplace performance. Academic mentors serve a mediating function, ensuring that feedback is transformed into actionable learning objectives. In contrast to conventional evaluation techniques, this model fosters ongoing reflection, dialogue, and enhancement. Dashboards and analytics are integrated into the tool to monitor student advancement, identify competency deficiencies, and deliver consolidated insights for educational institutions. Consequently, the system does not merely assign grades but actively promotes learning, bolsters employability, and fortifies partnerships between industry and academia. This study contends that a feedback-driven evaluation tool improves the quality of WIL by establishing a cycle of learning, assessment, and enhancement. Ultimately, it enables students to take charge of their own development while supplying institutions and employers with data to refine program design and workforce preparedness.