Assessment in the Work Place for Work-based Supervisors - Allin L & Turnock C (2007)

Table of Contents

1. ASSESSING STUDENT PERFORMANCE IN WORK-BASED LEARNING - Allin L & Turnock C (2007)
2. The Need for Assessment
3. Types of Assessment
   1. Formative Assessment
   2. Summative Assessment
   3. Criterion Assessment
   4. Performance Assessment
   5. The use of reviews and portfolios
   6. Learning contracts
4. When to use a Particular Assessment?
5. Giving Feedback
   1. Useful Tips
   2. Features of Positive Feedback
   3. Negative Feedback
   4. Written Feedback
6. Skills for Effective Assessment
7. Helping a Failing Student
   1. Failure in the submitted work
   2. Avoiding Intimidating Students
   3. Dealing with Non-improving Students
8. Conclusion
9. References

Skills for Effective Assessment

Work-based supervisors need to identify evidence that represents student competence (Homerton College 2001) so that appropriate judgements of student performance are made. In addition, the work-based supervisor may need to document the outcome of such judgements and the basis upon which they have been made. Examine the student assessment documentation for the placement to find out the criteria for assessment and any additional requirements and deadlines:

- Is the assessment continuous/one off?

- What is the expected level of assessment, e.g. formative or summative?

Ensure you understand the criteria used for assessment and familiarise yourself with the paperwork. Discuss/clarify any concerns you have with university staff or peers/managers. Discuss with the student their understanding, expectations and responsibilities and make explicit what preparation is expected by the student.