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Assessment of work-based learning in foundation degrees

Taylor, Claire, ESCalate (Education Subject Centre of the Higher Education Academy), corp creator. (2005) Assessment of work-based learning in foundation degrees.

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Abstract

This is an ESCalate development project led by Claire Taylor of Bishop Grosseteste College and completed in March 2005. Work-based learning demands forms of assessment suited to its particular needs. In particular, a placement is as much, if not more, about process than output, and a balance is needed between competency-based assessment (output) and assessment of process (reflection, self-direction). The aim of the assessment is not only to assure quality of provision and achievement by its end, but to develop the student as a reflective practitioner. To some extent then, the role of the assessor overlaps with that of mentor. There is a limited amount of literature on the topic of work-based assessment, but this more often deals with the business rather than the education sector. In addition there are particular aspects of Foundation Degrees which mean that the situation differs from the standard placement assessment (for example, often the work-place concerned is the students usual place of work). This project will develop approaches to the assessment of work-based learning in the context of Foundation Degree for Teaching Assistants. Considering a range of approaches it will develop best practice in the light of student experience, the existing literature on work-based assessments, and the particular demands of the Foundation Degree format.It includes a final project report presented as a single Word document of some 8 pages

Item Type: Document from Web
Publisher: ESCalate
Uncontrolled Keywords: Assessment,Work based learning,Foundation degrees
Depositing User: escalate
Date Deposited: 02 Dec 2011 10:16
Last Modified: 11 Jul 2012 13:46
URI: http://dera.ioe.ac.uk/id/eprint/13040
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