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

Helping a Failing Student

ACTIVITY

What are the signs that would indicate to you a student may fail their placement?

Why do you think students fail work-based placements?

Duffy (2003) examined the reasons why nursing students failed on work-based placements. She identified a number of reasons, including:

• Poor communication and interpersonal skills.
• Lack of interest and failure to participate in practice learning.
• Persistent lateness.
• Lack of personal insight.
• Lack of insight into professional boundaries

In work-based learning where competency is not being assessed, the above will contribute to a poor host relationship or host report

Marsh et al. (2005) believe that failing a student is difficult for a number of reasons. For example:

• There are emotional issues involved.
• Supporting a failing student is time-consuming.
• You may feel responsible for the failing student.
• You may want to take the student's personal circumstances into account (this may or may not be appropriate).
• Inexperienced assessors lack confidence in failing.

The consequences are that students are successfully passing a work-based placement when there is doubt about their ability. There are some students who reach the end of their course and then fail (which has a more devastating effect). Clients may be put at risk from unsafe practitioners. The student acts in an unprofessional or unsafe way despite feedback and support.