beyond the portfolio
DESCRIPTION
Beyond the Portfolio. Assessing Workplace Learning in Undergraduate History Programmes. Structure. Why wpl and why assessment Project context 7 emerging findings 3 emerging issues An assignment question. Why workplace learning and why assessment?. The employability agenda - PowerPoint PPT PresentationTRANSCRIPT
Beyond the PortfolioAssessing Workplace Learning in Undergraduate
History Programmes
Richard Hawkins and Harvey Woolf
StructureWhy wpl and why assessment
Project context
7 emerging findings
3 emerging issues
An assignment question
April, 2011Richard Hawkins and Harvey Woolf 2
Why workplace learning and why assessment?
The employability agenda
Curriculum diversity
Centrality of assessment – ‘No student can escape bad assessment’ (David Boud)
April, 2011Richard Hawkins and Harvey Woolf 3
The WPL project
April, 2011Richard Hawkins and Harvey Woolf 4
Some preliminary findings (1)
Relationship of placement modules to History?
What is being assessed?Reflection on the placement experience
How are wpl modules being assessed? Mostly through logs, reflective essays & reports-
To what extent are employers involved in assessment?
Very little
April, 2011Richard Hawkins and Harvey Woolf 5
Some preliminary findings (2)
How ensure students receive feedback?Provide electronically
How well do students perform?As well as, or better than, other modules
What value do placement modules add?NetworkingCareer choiceOwnership of learningShows History at work
April, 2011Richard Hawkins and Harvey Woolf 6
Issues 1: Should a placement be compulsory?
Yes
Ensures all students have opportunity:
to experience work-related activities
to meet employability learning outcomes
No
Not suitable/relevant for all students
Requires a volunteer’s commitment and motivation
Logistical considerations
April, 2011Richard Hawkins and Harvey Woolf 7
Issues 2: Should the product of a placement be assessed?
Yes
Often substantial artefacts generated
Replicates ‘real’ work
Gives value to output
No
Placements too short to allow a product to be completed
Not all placements lead to a product
Would put an added burden on employers
April, 2011Richard Hawkins and Harvey Woolf 8
Issues 3: Could more use be made of e-assessment?
Yes
Facilitates feedback
Allows collaborative learning (wikis, for example)
Taps into students’ experiences as ‘digital natives’
No
Overestimates students’ (and tutors’) digital competence
Limited research evidence to establish value
Not cheat proof
April, 2011Richard Hawkins and Harvey Woolf 9
A final two-part question
April, 2011Richard Hawkins and Harvey Woolf 10
Types of placement modules
April, 2011Richard Hawkins and Harvey Woolf 11
Assessment methods
April, 2011Richard Hawkins and Harvey Woolf 12