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The gift of feedback, two sentence feedback
Show own project to class and identify top five, then share what is good about them
Calculation Peer assessment
Students assess fellow student portfolios

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Placement diary and log book

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Skills are there (they are embedded) but are not explicit to students 

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Skills are there (they are embedded) but are not explicit to students 

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As part of assessment, require students to report how they think they met the learning outcomes.

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As part of assessment, require students to report how they think they met the learning outcomes.

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Presentations creatively - to demonstrate competencies e.g. Engineering. Programme specific - hard to do this in maths! Presentations following placements, peer review

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Skills for work life in second year
Self profiling for students
Self assess own work against mating criteria
Peer review presentations
Post placement presentations

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Focus of students tends to be on knowledge not skills; about assessment criteria too e.g. Group work, peer assessment within the group about contributions
We are not experts in conflict resolution!

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Ask students to write their own class based on information given
Self directed learning
Online peer assessment

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Learning to learn in the first year of a programme.

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Learning to learn in the first year of a programme.

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Professional competencies require reflection.
Built in reflection modules
Variety of evidence, not just written '
traditional' submissions

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Use of pre-practical checklists and post-practical reflections.  These can really build the skills into the module.  Weekly learning logs can also be useful.  

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Use of pre-practical checklists and post-practical reflections.  These can really build the skills into the module.  Weekly learning logs can also be useful.  

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Reflective workshops for placement
Reflective writing on learning
Introduction to core skills module in first year, managing your learning module
Optional critical skills module in first year

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On placements
But lack of training
Self assessment before and after a placement - likert scale (making understanding of skills explicit) e.g. Programming, team/groupwork not made explicit

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Fontys experience
- Institutional mentors
- student ratios
Reflection on internship experiences
Preparation modules prior to industry
Self-reflection / Learning to learn / Problem solving modules / PBL approaches
Professionalism - enhance theme within programmes / introductory
Monitor work placement feedback / develop e-portfolios / student self-monitoring & employer feedback
Consistency issues with assessment of student placement performance
- personality conflicts
- divergence re expectations
Academics may not have industry workplace experience
Reflective journals

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Blogs
Reflection
Reflection for self assessment
Pastoral reflection cycle
Reflection across programme
Flipped classroom
Vocational growth panels
Projects than span modules

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Training for keeping their journal e.g. need for patient and employer confidentiality

Sometimes there can be a disconnect between placement coordinators (who may be preparing students for work placement) and academics

CV preparation

Student placement manual and employer placement manuals which is constantly reviewed based on feedback

Importance of learning contracts

Leaflet on the development of graduate attributes and students' ability to self assess in relation to the attributes.

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Use of student portfolios (500 word summaries of their skills)

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Use of student portfolios (500 word summaries of their skills)

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Employers engage with (sometimes assess or mark) students on logo development