Dr Karen King Institute of Agri food and Land Use and Centre of Excellence in Teaching and Learning Biosciences School of Biological Sciences My background in wor

					                   Dr Karen King ,
Institute of Agri-food and Land Use and Centre of
Excellence in Teaching and Learning, Biosciences.
           School of Biological Sciences
My background in work placement
 Involved in optional placement for over 20 years.
 Chaired University Work Related Learning Academic Group.
 In 2006 devised compulsory work placement modules for
  summer (16 weeks) and year long placements.
  Academic placement modules common for 3 different new
  undergraduate degree programmes –
       Food Quality, Safety and Nutrition,
       Land Use and Environmental Management and
       Agricultural Technology.
  Available as option in Biological Science degrees from 0809.
 Modules successful as evidenced by student and placement
  host comment.
    Academic assessment of work
      placement – made easy?
1. Why is assessment of work placement difficult?
2. How these difficulties can be overcome
3. Teaching, learning and assessment
4. Learning outcomes
5. Examples of assessment
    1. Why is assessment of work
        placement difficult?

 What are the key aspects or differences about work
  placement which make it more difficult to assess than
  other taught modules?

In groups consider why assessment of work placement is
      1. Why is assessment of work
          placement difficult?
   Variation in work placement undertaken by students.
   No control over the learning environment.
   Remote learning (away from the university).
   Link to degree studies.

 Students are carrying out different activities and
  therefore learning different things.
 How can learning outcomes and hence assessment be
  defined which will suit all students on work placement?
   2. How these difficulties can be
 A work placement approval process:
  the work placement must be assessed to ensure that the student
  will be able to attain the learning outcomes.
 Variation in work placement:
  not a difficulty, it is a necessity to ensure all students can attain
 Remote learning:
  not a difficulty if guided by use of, for example, log books and work
  based learning elements.
 Link to degree studies:
  Specific aspect of assessment.
 The learning required by the students is defined by Learning
       3. Teaching, learning and
 Normal module –
 i. learning outcomes defined,
 ii. teaching based on the learning outcomes and
 iii. assessment used to test student achievement of the
 learning outcomes.

 Can we apply this to work placement?
        4. Learning outcomes
 What might be the learning outcomes from work

  i.e. What do we want the students to learn from doing
  work placement?

In groups consider what the learning outcomes could be for
  work placement.
          4. Learning outcomes
 In order to define learning outcomes from work placement
  they need to be defined at a broad level. i.e.
At the end of the module students will:
 have increased their ability to relate academic theory to the
  work environment:
 have developed identified work related skills:
 be able to critically evaluate their learning from the
 have enhanced their career knowledge.
 have planned, carried out, evaluated and reported on a
         4. Learning outcomes
 These learning outcomes cover all aspects of work
   placement and can be weighted in assessment or omitted
   depending on the specific requirements for the
i.e. Project may be omitted for a short, non-project based
   work placement.
   Skill development, especially subject specific, may be
   weighted highly for example in clinical placements.
    5. Examples of assessment
 Once learning outcomes are defined, assessment is easier
  to devise.
 Most placement assessment comprises :
        A log book completed whilst on placement and a
  final summative report.
        May include placement host/tutor assessment.

 And is based on skills attained whilst on placement.
     5. Examples of assessment
Need to devise assessment which assesses student achievement of
   learning outcomes:
At the end of the module students will:
 have increased their ability to relate academic theory to the work
 have developed identified work related skills,
 be able to critically evaluate their learning from the placement,
 have enhanced their career knowledge,
 have planned, carried out, evaluated and reported on a project.

Based on reflection by the student of their own learning.
    5. Examples of assessment
 Normally, we devise assessments which specifically test
  achievement of learning outcomes by the students.
 As we have controlled the learning environment, we
  know what they should have learnt and can set
  assessments accordingly.
 In work placement we have much less control of student
  learning and therefore the student has to be given the
  responsibility to show in the assessments that they have
  met the learning outcomes through the learning activities
  they have undertaken whilst on work placement. i.e.
  through reflection.
     5. Examples of assessment
The assessment must be reflective and students must be given practice at
  reflecting prior to their final portfolio/report.
 Pre placement submission – practice at reflection, prepares the student for
  learning from the placement.
 On placement - Log book – activities and learning from these activities.
  Work based learning elements – encourages the student to learn about
  aspects of their placement host outside their ‘job’.
  Placement host assessment – based on job description and employability
 Post placement - Final portfolio/report – demonstration of achievement of
  learning outcomes by reflecting on learning from work placement
  evidenced from previous work.
  Presentation - provides students opportunity to express orally how they
  have achieved the learning outcomes.
    5. Examples of assessment
Comparison to taught module:
 Pre placement - submission = coursework

 On placement - Log book = lecture notes
  Work based learning elements = coursework

 Post placement - Final portfolio/report and presentation
  = final summative assessment
     5. Examples of assessment –
            Pre placement
 CV and covering letters.
 Reflection on each application – template.
 Forward analysis of skills to be gained whilst on placement –
  template relating to:
         i. Knowledge and understanding (relating academic
                  knowledge to their placement)
         ii. Cognitive skills
         iii. Subject specific skills
         iv. Transferable skills
  (ii to iv development of work related skills, based on
  Programme Specification)
Student comment on skills analysis
‘This was where we had to think about the placement and what we
  wanted to learn and then write about the skills that we thought would
  be used. I found this a very useful task but again quite difficult as I was
  not completely sure what my placement would involve. It was a very
  useful task to carry out as it really made me think about what I would
  be doing and how I could use my academic knowledge and experience
  whilst on placement. It also helped to set out what I wanted to learn
  and what skills could be achieved from different aspects of the job,
  which could be useful in a future career. However, looking back on the
  pre-placement skills form I found that it was very sparsely completed as
  I did not have the experience and knowledge which I now possess and
  this helped to show me that I had learnt a lot whilst on placement even
  though at certain times throughout it I felt like I was not learning very
  much. This part of the process taught me a great deal about evaluating
  what I can achieve without the complete information before hand,
  which is a skill I can take with me for the future.’
  5. Examples of assessment – on
 Log book – Based on
         i. activities and
         ii. what the student has learnt from the activities .
ii. is the most important – what the student has learnt.

 Work based learning elements –
  Reports based on an aspect of the placement host not
  related to the student’s ‘job’.
Student comment on the log book
‘In order to recognise all of these skills that were developed
   or acquired I had to be able to critically evaluate what I
   had learnt whilst I was on placement. I was able to do
   this through the weekly logbook, which allowed me to
   write about what I had done during that week and then
   pick out areas that I could relate to my academic theory
   or skills that I had used or even acquired. It also allowed
   me to have a critical view of how well I was achieving my
   learning outcomes and helped me to try and find
   something better and more worthwhile in the next week.’
Student comment on WBL elements
‘I also found that the work based learning elements contributed
   to my enhanced career knowledge. I chose topics that were
   not known to me and I had to learn a lot before I could write
   my essay, my first essay was on the management structure of
   XXXXXXXX. It has helped me to understand a great deal more
   about business and the qualities of a good manager who can
   really drive a business and employees to make a business very
   successful. Since doing the research for this essay I also
   realised that I have a great interest in business. It has opened
   up a new area to me that I did not previously think about and
   it made me take a wider view of the company as a whole.
   Through my learning elements I learnt a great deal about
   myself, and possible attributes I would like in a future career.’
 5. Examples of assessment – post
 Final portfolio/report
  Students are required to show how they have met the
  learning outcomes based on the learning gained from the
  activities carried out on placement.

  The assessment weighting given to each learning
  outcome can be adjusted for a particular subject. i.e. Skill
  development may be of greater significance in some
  subject areas.
   5. Examples of assessment
 Pre placement submission = 20%
       CV and covering letter 20%
       Application reflection 40%
       Forward skills analysis 40%
 Final portfolio = 60%
       Report 60%
       Log book 10%
       WBL elements 20%
       Placement host assessment 10%
 Presentation = 20%
    Academic assessment of work
     placement – made easy by:
 Defining clear learning outcomes.
 Operating a placement approval process which ensures
  students can achieve the learning outcomes.
 Being based on student learning from the activities
  carried out on placement rather than the activities
 Devising assessment to measure student achievement of
  learning outcomes, using the same principles as taught
           Student comment
‘I also believe the whole process has prepared me for life
   after university, I am now equipped with the necessary
  skills to construct a well presented CV, apply for jobs and
       portray myself effectively in interviews. The most
    important lesson I learnt is that organisation is key to
     success and I feel that if I get organised and prepare
  correctly I feel I can obtain my dream job. I believe that I
    have developed greatly over the last year, and I don’t
  think I would have developed to the same extent if I had
                      not done placement.’
              Food Quality, Safety and Nutrition student
            Student comment
‘After completing my work placement I have really changed
       my attitudes and views and almost feel like I have
    matured throughout the process. I have picked up and
     enhanced so many new skills and feel for once that I
    know that what I am doing is right for my future career.
   The placement has been an experience as I have done so
     many things that have been a success but I have also
   learnt from my mistakes and learnt how to evaluate the
    work that I am carrying out. All of the attributes I have
   gained from placement will help me in the future and in
                   most aspects of my life.’
               Food Quality, Safety and Nutrition student
              Work placement
 An on-line support package for academic staff considering
  setting up work placement should be available from July
  2009 on the Centre of Excellence in Teaching and
  Learning, Biosciences website.
 The site includes information on all aspects to be
  considered and template forms.
 Development of this resources is supported by TQEF.
 Anyone who would like to act as a ‘pilot’ assessor of the
  resource should contact Dr King.

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Description: Pre Placement Template document sample