The assessment is confidential; results are stored securely, etc.

·  Before the course begins

·  At the start of the course

·  At intervals within the course

·  At the end of the course

 

1.    Teacher observation of group activity, team tasks and sometimes individual activity, employing a checklist to record observations against agreed criteria.

2.    Student diaries of work experience which include reflections on their learning and on their strengths, weaknesses and development.

 

3.    Task group working papers such as briefings to their members, checklists for interviews or investigations, minutes and records of decisions.

 

4.    Self-Assessment statements at regular intervals during the programme (ideally after each assignment) which are discussed with a tutor, take into account peer assessments, and set targets and methods for future development.

 

5.    Products of Assignments which may be reports, proposals, designs, artefacts, presentation and events, material designed for a specific purpose etc.

 

6.    Process reviews in which the assignment teams and tutors review the ways in which the team approached the tasks and worked together, and assess team effectiveness and individuals’ contributions to this – essential for the assessment of interactive skills.

 

7.    Audio / visual records of activity, for example videos of task group discussion or role play cassette recordings of student interviews with employers, clients or others.

 

8.    Employer assessment of student’s work, activity, learning and skill development using procedures and criteria which have been agreed in detail with tutors.

 

9.    Portfolio  which may include student’s working papers, statements on learning difficulties and tutor comment, as well as complete assignment work and contributions to group assignments.

 

 

Peer assessment which may take a variety of forms, for example: Agreeing with a team member a statement on his/her contribution to a team task or assignment