Formative Assessment and Work-based Learning

2. Formative Assessment and Work-based Learning Claire Thurgate Programme Director – Foundation Degrees Work-related learning co-ordinator

3. The use of Workplace Tasks (WPT) to demonstrate learning • Required an assessment which would enable students from a range of workplaces to demonstrate the linking of theory and practice. • Employers and students identify learning. • Learning outcomes identified in a learning contract. Marked against sector skill requirements and job description.

4. The use of Workplace Tasks (WPT) to demonstrate learning • Learning contract states the role of formative assessment whilst competency is achieved. • WPT contribute to the formation of the final module assessment.

5. Benefits • Employees demonstrate workplace competency. • Assessment is focused to the workplace. • Linked to job description and Knowledge and Skills Framework (KSF).

6. Challenges faced • Need to be identified and valued by team hierarchy. • Student needs to see benefit. • Parity. • Facilitator v assessor. • HE colleagues. • Preparation of facilitators. • Assessing in the workplace – NMC. • Sharing WPT

7. Overcoming the challenges • Facilitators and managers need clear, timely and ongoing information. • Employees need to practise these skills within the workplace. • Moderation panels or academic lead can have an overview to promote parity. • A workplace facilitator responsible for assessment in the workplace.

8. In summary • WBL and employer engagement are integral to the development of new roles within health and social care. The challenge is supporting assessment within the workplace. WPT have a role in both formative and summative assessment which meets the needs of the workplace and the HEI.