Workbased learning placement and assessment

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Work-based learning/ placement and assessment

• Wendy Stubbs
• Assistant director
• Development and enhancement group
• QAA
• w.stubbs_at_qaa.ac.uk

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Section 9 of the Code of Practice (1)

• what does it cover?
• learning that is a planned part/ whole of a
  programme
• arrangements that take place typically off
  campus
• includes both work- based learning and placement
  learning
• such learning can be part or the whole of a
  programme
• specific guidance on arrangements which include
  employers/ employees

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Section 9 of the Code of Practice (2)

• what doesnt it cover?
• Definitions
• General guidance on arrangements between an HEI
  and a partner ( see section 2 of the Code of
  Practice)
• retrospective learning
• accreditation of employer delivered learning

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Considerations (1)

• FLEXIBILITY
• in setting ILOs
• methods of assessment
• matched to the learning environment/ learner etc
• accommodate changing circmstances
• accommodate failure
• provide variety
• professional body/ professional practice
  considerations
• Learning outcomes of wbl/placement integrated
  into the award

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Considerations (2)

• assessment experience should be a learning
  experience in itself- supports learning/
  reflection
• involvement of employer
• formative/ summative
• their decisions contribution to grade
• systems for security of assessment decisions
• competence of all involved in assessment
• ability to assess at appropriate level
• ability to use virtual/ on-line assessment
• role of the external examiner and reporting
  mechanisms/ report form/ number of EEs
• robust but proportionate assessment

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Who could/ should be involved?

• range of people/organisations involved
• Section 9 recognises this throughout
• importance of a direct relationship between
  awarding body and any party delivering/ assessing
  
• the employer as a mentor/ supervisor
• development needs dependent on role
• the student has roles, responsibilities and
  entitlements
• Setting ILOs,
• Learning logs
• Reflective assessment
• importance of partnership of all
• customising
• flexibility - possibility of tailored learning
  outcomes/delivery/ assessment methods to suit
  each situation

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Collaboration between institution and
WBL/placement provider

• Key messages
• communication., communication, communication
• Named contacts
• clarity
• ensure each party knows their roles and
  responsibilities and entitlements
• tools to articulate these roles/
  responsibilities/ entitlements
• not just awareness of roles and responsibilities
  but understanding of them
• Provide appropriate and timely information
• Feedback mechanisms

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Other useful sections of the Code of Practice

• Section 2 Collaborative provision and flexible
  and distributed learning (including e-learning)
• Section 3 Students with disabilities
• Section 4 External examining
• Section 5 Academic appeals and student
  complaints on academic matters
• Section 6 Assessment of students
• Section 7 Programme design, approval, monitoring
  and review.

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other reference tools

• Association for Sandwich Education and Training
  (ASET) A Code of Good Practice for the Operation
  of the Placement Element of Sandwich Courses in
  Higher Education www.asetonline.org
• Centre for Excellence in Teaching and Learning in
  Work Based Learning at Middlesex University
  www.middlesex.ac.uk/study/wbl/cfe
• Foundation Degree Forward (fdf) www.fdf.ac.uk
• General Social Care Council Quality assurance
  benchmark statement and guidance on the
  monitoring of practice learning opportunities
  www.gscc.org.uk
• The Higher Education Academy www.heacademy.ac.uk
• Southern England Consortium for Credit
  Accumulation and Transfer SEEC Notes for
  Guidance on Work-Related Learning www.seec.org.uk
  
• UKCISA UK Council for International Student
  Affairs www.ukcisa.org.uk
• Universities Association for Continuing Education
  Work Based Learning Network www.uace.gcal.ac.uk/li
  nks.html

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