Assessment and Mentoring of Work-Based Learning in Foundation Degrees

Grant type: Development (2000-08)
Round: March 2003
Amount awarded £4,900.00
Completed: March 2005
Leader(s): Claire Taylor
Organisation: Bishop Grosseteste College
Address: Bishop Grosseteste College, Lincoln, LN1 3DY
Partners:
Cyndy Hawkins
South Leicestershire College
Kim Hames
Teacher Education, Leicester College
Min Wilkie
School of Education, University of Leicester
Start Date: 2 June 2003
End Date: 30 September 2004
Interim report received: 20 January 2009
Final report received: 18 November 2008

Work-based learning demands forms of assessment suited to its particular needs. In particular, a placement is as much, if not more, about process than output, and a balance is needed between competency-based assessment (output) and assessment of process (reflection, self-direction). The aim of the assessment is not only to assure quality of provision and achievement by its end, but to develop the student as a reflective practitioner. To some extent then, the role of the 'assessor' overlaps with that of mentor. There is a limited amount of literature on the topic of work-based assessment, but this more often deals with the business rather than the education sector. In addition there are particular aspects of Foundation Degrees which mean that the situation differs from the standard 'placement' assessment (for example, often the work-place concerned is the student's usual place of work). This project will develop approaches to the assessment of work-based learning in the context of Foundation Degree for Teaching Assistants. Considering a range of approaches it will develop best practice in the light of student experience, the existing literature on work-based assessments, and the particular demands of the Foundation Degree format.