Area of focus |
4 Programme delivery and assessment |
Criterion |
4.3 Assessment and progressive achievement
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Main statement |
WBL Programmes are delivered and supported so that students can achieve the specified learning outcomes while further developing their professional career and while satisfying employer expectations and requirements.
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Self assessment guidelines |
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Assessment strategy is negotiated (in terms of type, format and timing) and incorporated into the Learning Contract.
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Assessment tasks reflect the type of learning required and may include a variety of formal, informal, formative and summative techniques.
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Assessment is related to the employers’ and learners’ contexts and involve employers as appropriate; though the HEI will have overall control of assessment.
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Assessments are relevant to learning outcomes (both competence and capability-based). For example, for work-based learning and work-based skills: assessments are based on portfolios based on evidence gained from the workplace; assignments/projects relate to the work-place and job roles; assessment incorporates reflection on the learning process.
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Assessments incorporate appropriate feedback and allow learner/employer dialogue on the feedback and monitoring of how learners act on the feedback.
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The mechanisms and tools (e.g. ICT tools) for assessments, feedback and dialogue around the feedback are planned and made explicit to students, assessors, mentors and other part-time staff. These mechanisms will include self and peer assessment techniques wherever appropriate.
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The policy on assessment deadlines recognises competing priorities for work-based learners as well being fair to all students.
- APL (Accreditation of Prior Learning) is available to students at every stage of the course/programme and the process is recognised and understood by all staff and students.
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Evidence to look for |
- Delivery methods and support mechanisms (both physical and virtual).
- Assessment strategy.
- Employer feedback.
- Feedback from student groups.
- Data on student performance both during and after the course.
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Further info and examples |
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