Work-integrated learning experience - toolkit

A toolkit to support assessment design and strategy to ensure programme outcomes align with UWE Graduate Attributes. In designing work-integrated learning experience assessments1 the assessment strategy would normally include:

  • A range of assessments tasks
  • Collaboration similar to those working in the field
  • Problem tasks like those encountered in the field
  • Resources taken from real world cases
  • Simulations or role play or scenarios

Whilst developing assessments strategies for new or current programmes key questions2 to ask would include how well the assessment maps to:

'Real world' problem or data

Issues and data which come from a 'real world' or industry setting may not come in coherent, standardised forms and may require interpretation to be of use. Thus using 'real-world' issues or data supports skills in analysis, interpretation and evaluation.

A project-based assessment may be focussed towards a 'real-world' or industry relevant activity through engagement with employers in devising an assignment on in being involved with the project-based activity.

Collaborative working

Employment invariably requires collaboration and team work with a range of individuals. The use of collaborative working in an assessment improves student's ability to negotiate and discuss and develops their understanding of team roles and role flexibility.

Peer or self-review

In employment review may come in multiple formats eg informal peer review from colleagues, self-review and formal review from 'clients'. Thus effectively using different review processes helps students to develop critical thinking skills and encourages articulation and evidencing.

Varied audiences

Work activities undertaken within employment, in particular presentations, will be with different audiences eg peers, clients which will have different expectations. Thus having to think for a different audience in an assessment supports skills in; oral articulation, impact of message and new types of synthesis.

1 Whitelock et al (2012) International Journal of Assessment 2(1) Article 9
2 Informed by Jisc COLLABORATE project

Back to top