1. Beyond the Portfolio Assessing Workplace Learning in Undergraduate History Programmes Richard Hawkins and Harvey Woolf

2. Why workplace learning and why assessment? The employability agenda Curriculum diversity Centrality of assessment – ‘No student can escape bad assessment’ (David Boud) April, 2011Richard Hawkins and Harvey Woolf 2

3. The WPL project Part of Approach  Identified all undergraduate History courses in UK via UCAS and institutional websites  Contacted all UK History departments to confirm wpl module  Online questionnaire  Semi-structured interviews April, 2011Richard Hawkins and Harvey Woolf 3

4. Some preliminary findings (1) Relationship of placement modules to History? What is being assessed? Reflection on the placement experience How are wpl modules being assessed? Mostly through logs, reflective essays & reports-- To what extent are employers involved in assessment? Very little April, 2011Richard Hawkins and Harvey Woolf 4

5. Some preliminary findings (2) How ensure students receive feedback? Provide electronically How well do students perform? As well as, or better than, other modules What value do placement modules add? Networking Career choice Ownership of learning Shows History at work April, 2011Richard Hawkins and Harvey Woolf 5

6. Issues 1: Should a placement be compulsory? Yes Ensures all students have opportunity:  to experience work- related activities  to meet employability learning outcomes No  Not suitable/relevant for all students  Requires a volunteer’s commitment and motivation  Logistical considerations April, 2011Richard Hawkins and Harvey Woolf 6

7. Issues 2: Should the product of a placement be assessed? Yes Often substantial artefacts generated Replicates ‘real’ work Gives value to output No Placements too short to allow a product to be completed Not all placements lead to a product Would put an added burden on employers April, 2011Richard Hawkins and Harvey Woolf 7

8. Issues 3: Could more use be made of e-assessment? Yes Facilitates feedback Allows collaborative learning (wikis, for example) Taps into students’ experiences as ‘digital natives’ No Overestimates students’ (and tutors’) digital competence Limited research evidence to establish value Not cheat proof April, 2011Richard Hawkins and Harvey Woolf 8

9. A final two-part question April, 2011Richard Hawkins and Harvey Woolf 9

10. Types of placement modules April, 2011Richard Hawkins and Harvey Woolf 10

11. Assessment methods April, 2011Richard Hawkins and Harvey Woolf 11