1 / 12

Beyond the Portfolio

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

sigourney-emerson
Download Presentation

Beyond the Portfolio

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Beyond the Portfolio Assessing Workplace Learning in Undergraduate History Programmes Richard Hawkins and Harvey Woolf

  2. Structure • Why wpl and why assessment • Project context • 7 emerging findings • 3 emerging issues • An assignment question Richard Hawkins and Harvey Woolf

  3. Why workplace learning and why assessment? • The employability agenda • Curriculum diversity • Centrality of assessment – ‘No student can escape bad assessment’ (David Boud) Richard Hawkins and Harvey Woolf

  4. The WPL project • Part of • Approach • Identified all undergraduate History courses in UK via UCAS and institutional websites • Contacted all UK Historydepartments to confirm wpl module • Online questionnaire • Semi-structured interviews Richard Hawkins and Harvey Woolf

  5. 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 Richard Hawkins and Harvey Woolf

  6. 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? Networking Career choice Ownership of learning Shows History at work Richard Hawkins and Harvey Woolf

  7. 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 Richard Hawkins and Harvey Woolf

  8. 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 Richard Hawkins and Harvey Woolf

  9. 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 Richard Hawkins and Harvey Woolf

  10. A final two-part question Should all undergraduate History courses have a work placement module that contributes to degree classification? Richard Hawkins and Harvey Woolf

  11. Types of placement modules Richard Hawkins and Harvey Woolf

  12. Assessment methods Richard Hawkins and Harvey Woolf

More Related