Combining Novel Pedagogic and IT Approaches to Align the Assessment of Workplace Learning with Criteria for Academic Credit Conclusions

Profile has now been used for two years to monitor placement learning and to award academic credit for diverse workplace learning. About 50-70 students go on placement each year and of these about 90% opt for the PPM assessment of their placement. Using Profile has allowed tutors to successfully track students' learning and influence progress remotely.

This has, by necessity, increased the workload of individual tutors but this is in line with the fact that the assessment of placement learning has changed to permit the award of final year credit rather than notional credit. Our evaluation indicates that the academic workload associated with this placement module is no greater than any taught final year modules of equivalent credit value. On the other hand, the administrative load associated with the placement module has reduced since we have moved to the electronic system. Furthermore, from our own evaluation of the students' experience, though the students' workload increased, they valued this form of assessment because they:

• appreciated the academic recognition of their placement learning;

• preferred to complete the portfolio on-line rather than paper-based;

• favored a staged approach to assessment rather than a final report;

• valued the communication channels within the system that permit a remote yet supported iterative approach to learning;

• preferred a spread of level 3 assessments over both their Sandwich and final years.

As a result of all these factors, there has been a 100% pass rate.

Because Profile can be used for any task that is conventionally managed by paper-based forms, the system can be, and is being, used by a number of departments in other universities to manage not only workplace learning but also activities such as Personal Development Planning (PDP) and Continuing Professional Development (CPD). Additionally, Profile is suitable for administrating professional qualifications, especially where the users are geographically dispersed and where they are using a portfolio approach to evidence learning.

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المجمَع العلمي للقرآن الكريم يواصل تنفيذ مشروع بيوت النور القرآني

قسم الشؤون الفكرية يبحث التعاون في مجال البحث مع كلية التقنيات المتعددة في نيجيريا

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الآخبار الصحية

تسارع الشيخوخة.. متى يبدأ وأي الأعضاء أكثر تأثرا؟

9 مسببات شائعة للالتهاب المزمن قد تهدد صحتك

باحثون يطورون علاجا لهشاشة العظام.. النتائج مذهلة

تحمي من أمراض عديدة.. 6 فوائد لتناول البطاطا الحلوة

المزيد

الآخبار التكنلوجية

عودة التعاون الفضائي بين روسيا وأميركا.. وبحث ملفات "هامة"

المعلمون في خطر.. خاصية جديدة في "تشات جي بي تي" تشرح الدروس

بشرى لمرضى الشلل.. شريحة في الدماغ قد تتيح التحكم بالأدوات

مدينة غارقة.. هل يخفي قاع البحر الكاريبي سرّ حضارة مفقودة؟

المزيد

مواضيع ذات صلة

Learning processes Qualitative differences in placement experiences

Results, analysis and discussions

Research methodology

Conceptualizing learning and its assessment in community placements

Ecology, Identity and Assessment: The Implications of a Case Study of Police Students Learning in Community Placements for Assessment

Learning Agreement web-form

Profile e-portfolio forms Profile homepage

Flexibility and devolved management

Features of webforms

Communication tool

Different user roles

Development of an e-portfolio