A range of different methods can be used to assess achievement as a result of work-based learning; the choice will link to the specific learning outcomes and whether the focus is on the content of learning, the process of learning or both.

Self assessment: often formative rather than summative and should promote reflection on the learning undertaken.

Assignments and projects: any task must be directly linked to the learner’s work content and context and, as with all assessment, include clear criteria.

Reports :these can relate to distinct aspects of the work-based learning and can be designed to develop the skills of writing as well as measure the veracity of the content.

Portfolios: portfolio assessment comprises a focussed collection of work and can be used to achieve two distinct purposes: a developmental portfolio if organised to show student learning or a showcase portfolio if based on samples of a student’s best work. Ideally the student will be involved both in selecting the work and deciding the criteria that are used to judge the work. In addition, the portfolio should include evidence of student self-reflection on the content and process.

Race (2009) provides advice on the use and assessment of portfolios:

• specify or negotiate intended learning outcomes clearly
• propose a general format for the portfolio
• specify or negotiate the nature of the evidence which students should collect.

See the PortfoliosLink opens in a new window section for further guidance.

Dissertations and theses: these are traditional academic methods to assess understanding and capability of learners, in addition to their ability to conduct research, analyse and present findings.

Oral presentations :the use of oral presentations allows the learner to demonstrate communication skills as well as presenting their findings and their understanding of a project.

Poster displays: see the section on PostersLink opens in a new window.

Learning contracts: A learning contract is drafted by the university tutor and / or workplace supervisor and the learner and provides an ideal opportunity for differentiating learning as the contract is specific to the individual whilst focused on the intended learning outcomes. As Gray (2001) notes, the contract should include:

• the learner’s personal objectives
• their professional objectives
• any potential work-based projects or initiatives they wish to deal with
• any potential APL or APEL claims
• specification of an academically coherent set of modules or learning opportunities addressing the learning objectives
• an agreed timetable
• evidence of support and resources that can be accessed at work and in the university
• evidence of support as a learner within an organisational context (e.g. supervisor, mentor).

Learning journal/ learning log :as an aid to monitoring and evaluating progress towards achieving learning outcomes should be an integral aspect of this process, and affords opportunities for both formative and summative self assessment. Aspects of the journal could be submitted within a portfolio for assessment also.

Typically, workplace-based learning uses a standard set of assessment tools. See the section Reflection: journals & (b)logsLink opens in a new window for further guidance.