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Assessment
A modular approach to placements
المؤلف:
Stephen Gomez & David Lush
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P328-C28
2025-07-29
59
A modular approach to placements
Any degree subject is highly complex and one popular HE approach to complexity is to break the broader subject down into smaller modular units. This can be a very efficient approach as groups of degrees within a particular discipline can share modules drawn from a larger pool. Furthermore, the criteria listed above can be viewed as applying to a degree program as a consequence of applying to the modules defining that program's specification. We adapted this approach to the placement year, considering the relationship between each slightly different placement as being analogous to that between each slightly different degree within a modular scheme. Additionally, just as each degree was defined in terms of its constituent modules (some of which might be shared), so each placement could be defined in terms of a variety of learning opportunities we called "tasks", each of which could be referenced against the generic criteria for awarding credit referred to above. The justification of these tasks in terms of generic criteria could then be used as the basis for awarding "real" academic credit.
As we further considered a task-orientated description of the placement year, we found that the complexity of students' learning within our science work placements was better captured by this approach.
Given the diversity of the placements on offer, we produced a model where students, upon starting their placements, drew up a Learning Agreement in negotiation with their work supervisor and VT which described their placement in terms of these individual learning opportunities or tasks.
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