Project Findings
Introduction
These web resources complement the Assessment of workplace learning section in History Graduates with Impact (GWI). The site offers an opportunity to publish more of the information collected from the online survey of wpl modules leaders, interviews and module handbooks than it was possible to present in the Graduates With Impact publication.
The Examples
All the practices we have encountered have been developed by the module teams from their experiences and institutional customs and conventions. In citing particular practices, we want to illustrate the diverse range of the delivery workplace learning (wpl) modules are delivered.
All the detailed information presented in these pages is taken from the individual institutions’ module handbooks.
Definition
For the Assessment of wpl project we adopted the QAA’s definition of wpl as ‘the learning achieved during an agreed and negotiated period of learning that takes place outside the institution at which the full or part-time student is enrolled or engaged in learning. As with work-based learning, the learning outcomes are intended as integral parts of a programme of study’ (Code of practice for the assurance of academic quality and standards in higher education, Section 9: Work-based and placement learning - September 2007, paragraph 16). Some materials on the theoretical debates on work-based and workplace learning are given in Further Reading section of this site.
The sections are:
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Respondents to the online survey |
Compulsory or optional module
Only five institutions currently have wpl as a compulsory module (Huddersfield, Newman, Petroc, University Centre, Peterborough, and York St John). The University of Central Lancashire and Oxford Brookes University are among those departments that make it explicit that students will not necessarily accepted for the module.
Aims and outcomes of the wpl modules
The specific aims and outcomes of the wpl modules are set out below.
A common thread that runs through all the data is that wpl provides a double benefit:
For students, it widens opportunities
For institutions, it raises the institutional profile in the local and regional community.
|
Institution |
Aims |
Learning Outcomes |
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Chichester |
The aim of the module is to introduce students to the ways in which their learning experiences in the discipline of history can be applied to the working environment. Thus students will be actively involved in a workplace situation in a manner commensurate with their academic objectives. The work placement experience will provide students with an understanding of the practical, ethical and technical issues involved in the collection, cataloguing and preservation or conservation of physical traces of the past, as well as their interpretation. Emphasis will be placed upon the development of vocational skills alongside the maintenance of a level of academic rigour deemed necessary for the preparation of a graduate career path in history.
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At the conclusion of this module, students should be able to: 1) demonstrate understanding of the practical and ethical issues involved in museum and heritage practice; 2) provide a critical evaluation of professional working practices involved in the collection, cataloguing, preservation and interpretation of historical records and artifacts; 3) understand the application and uses of history as a discipline in relation to the work environment; 4) demonstrate a level of professionalism in undertaking tasks allocated to them within the workplace 5) demonstrate a range of identifiable generic and history-related transferable skills.
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Greenwich |
This is a level 6, 30-credit History course offered as one of two core courses for students on History and History Combination programmes of study. It follows the core level 5 course ‘Making History: Ideas & Practice’ where students will finish the year by identifying either a work placement and project or a dissertation to be undertaken at level 6. The employability of students and graduates continues to be a central focus in History at the University of Greenwich and this course provides opportunities for students to experience the workplace, encouraging them to further develop the skills that employers require in order to enhance students’ prospects for employment and/or further study after graduation. Specifically, this course aims to develop further understanding of the world of work and to provide opportunities to demonstrate skills in work relevant to the field of study. It will also contextualise the practical experience of work by enabling students to reflect on the politics of the work-place. Typical placements include working in archives (local and national), museums, schools (primary and secondary) and the heritage sector.
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On successful completion of this course students should:
Students who successfully complete this course will have demonstrated level 6 undergraduate-level ability in the generic skills, as described in section 3.3 of the QAA History benchmarking document (2007), in addition to the following:
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Hertfordshire |
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Huddersfield |
Since 1989 students following History at the University of Huddersfield have done a compulsory work placement, which now amounts to six weeks (180 hours). One of the main reasons for this work placement is to provide a link between academic studies and the 'real' world of work. This is particularly important on a degree like History which, although it has more direct links to some careers, is not specifically tailored to any particular profession. |
1. Understand and interpret instructions; carry out designated tasks. 2. Analyse problems, identify their cause and solve them. 3. To know when to use his/her initiative and when to ask for help 4. Clarify his/her career intentions and identify relevant skills that would be needed other than the purely academic 5. Learn more about the industry or area of work. 6. Build his/her self-confidence and self-assurance 7. Recognise operational problems within the work place. 8. Understand the role of administration in the organisation. 9. Develop skills of working with people in groups 10. Identify the 'characteristics' of the 'customer'/'client'/'pupils' and their needs 11. Identify management skills from observing role models. 12. Discover more about the routes into the profession (e.g. postgraduate qualifications) through discussion with other members of staff
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MMU |
To enable students to relate their University studies to the practical situations encountered in the working environment and to gain insight of the role history takes in the wider culture. |
At the end of the unit the individual should have: - a detailed knowledge of the public history sector in contemporary Britain. - the ability to offer critical assessments of public history practice informed by the theoretical literature, and to reflect critically on their own historical practice; - a capacity for autonomous work within a mentored context; - the ability to work in teams to deliver an agreed output to brief and on time;
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Newman |
The work placement will give you an opportunity to develop your employability skills and apply and explore your subject knowledge whilst in the work place. The module has been developed in direct response to Government policy to ground higher education in the changing realities of the workplace.
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A1. Evaluate features of the workplace setting (purpose, structure and values) and your role within it A2. Select an aspect of subject knowledge to be explored in a work-place setting A3. Synthesise correctly attributed subject knowledge, concepts and principles with knowledge obtained in the workplace
B1. Negotiate and undertake a specific role in a workplace setting B2. Identify the skills required to manage new, unfamiliar and potentially unpredictable situations in the work place B3. Critically reflect on the learning opportunities provided by the workplace experience and how that learning will benefit current and lifelong learning, values and future employabilityB1. Negotiate and undertake a specific role in a workplace setting B4. Identify the skills required to manage new, unfamiliar and potentially unpredictable situations in the work place B5. Critically reflect on the learning opportunities provided by the workplace experience and how that learning will benefit current and lifelong learning, values and future employability C1. Communicate with a variety of people in a form appropriate to the workplace setting. C2. Use IT appropriately in the specific vocational context, and develop their IT skills further on the placement, where appropriate. C3. Solve problems, in negotiation with the workplace tutor, at both micro (as they arise, operational) and macro (change management) levels, as appropriate. C4. Work collaboratively, co-operatively and effectively as part of a workplace team. C5. Manage time effectively and prioritise tasks appropriately.
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OBU |
This module offers students the opportunity to engage with professionals in organisations which have historical links or interests. Students will be able to evaluate and critically reflect upon this experience during this course.
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On completion of the module students will have:
On completion of the module students will have had the chance to:
On completion of the module students will have enhanced their ability to:
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UC Peterborough |
The aim of the module is to further develop skills and understanding of the practice of archaeology and landscape history in the field, to give students practical experience of a variety of tasks involved in archaeology today, and to provide the opportunity to reflect upon the complexities of organisations managing and executing fieldwork activities.
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On successful completion of this module the student will be expected to be able to: Have a fuller knowledge and understanding of specific examples of archaeological and landscape history fieldwork practice Reflect on the strengths and weaknesses of organisations engaged in fieldwork activities Evaluate the relative contribution of a variety of practical approaches to the study of archaeology and landscape history Demonstrate competence in a variety of field skills e.g. survey, field observation, excavation and recording |
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Petroc |
To provide students with the opportunity of learning from work To develop a range of communication skills To provide students with the opportunity to reflect on how they work and how they can improve their own learning and performance To encourage students to acquire work-based knowledge To develop students’ employment skills so that they can enter, or progress within, the workplace more effectively
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Roehampton |
This module gives students the opportunity to combine their academic learning with practical experience working either with artefacts and sites or teaching some aspects related to their degree programme. Students will normally work for three weeks in a block in their placement or the equivalent of three weeks according to the needs of the institution providing the placement. The placement can be in Britain or abroad. The module aims to enable students to develop skills in critical, historical and visual analysis and interpretation with the aim of transferring and applying those skills to their chosen area of employment. The module also aims to enable students to develop both written and oral communication skills, with the further aim of transferring and applying those skills to their chosen areas of professional practice. In the process of the module they should come to understand and critically evaluate the range of possible career opportunities associated with professional practice within arts organisations such as museums, galleries, archaeological sites and schools. They will learn to evaluate critically their own work as they develop an understanding of the historical, cultural, social and professional context of their chosen placement. The module further proposes to train students to use their communicative, analytical and critical skills in order to communicate their ideas effectively.
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By the end of this module students will have:
Particular learning outcomes for students working in a museum or on an archaeological excavation include:
A particular learning outcome for students working in a school or college include:
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Sheffield Hallam |
…explor[ation of] themes in Community History, including: the popularity and practice of community and local history; oral history, theory and practice; the problems associated with the use of memory as a historical source; ‘heritage’; local history and history in schools; the relationship between academic and community and other public histories; history and urban regeneration. |
[To] put knowledge into practice. |
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Staffordshire |
…to provide students with the opportunity of working within a range of history related placements… |
Communicate effectively information and arguments in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of historical research and analysis. (Communication) Communicate findings and conclusions in self-reflective and succinct written reports. (Reflection) Demonstrate qualities and transferable skills necessary for employment or further training, including the development of existing skills and the acquisition of new competencies that will require the exercise of personal responsibilities in a time managed environment. (Application) Deploy accurately established techniques of historical research and analysis; for example carry out research projects as part of a team or analysis of some primary source material both written and oral. (Enquiry) Knowledge and critical understanding of the work and challenges of the issues and experiences of issues experienced by archivists curators, teachers and professionals in related areas of work. (Knowledge and understanding) |
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UC Suffolk |
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By the end of this module students should have:
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UCLAN |
1) To provide students with the opportunity of gaining workplace experience directly related to a possible future career path.
2) To experience, and thereby learn about, working practices required to achieve a set goal, making best use of limited time and resources.
3) To observe the transferability of skills and knowledge already acquired.
4) To realise what other skills need to be developed to make a success of real employment in the future.
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On successful completion of this module a student will be able to: 1) Formulate a realistic and manageable plan of work through negotiation, for completion in a workplace. This will involve any ‘placement specific outcomes’ identified in the Learning Agreement (see later). 2) Demonstrate a capacity to carry out specified tasks of a professional nature arising from the plan, within a workplace environment, to the satisfaction of the host institution 3) Demonstrate the application of historical knowledge and skills to a task(s) or problems completed in a workplace context. 4) Critically evaluate and reflect on their personal learning experience and skills development gained through the work placement and its applicability to future employment opportunities |
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Westminster |
Archives and repositories are central to the work of historians and this module aims to promote the student's use and understanding of London archives, through the development of knowledge and appreciation of the work which archives do. It aims to achieve this by providing the opportunity for practical work experience (internship) in an archive or historical repository in London. In addition, the module aims to equip the student with transferable skills of value in future work contexts. Finally, it offers the student the challenge of writing a detailed report on the work of the archive and the achievements of his or her internship.
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By the end of the module, students are expected to be able to:
show evidence of the acquisition of transferable skills
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Winchester |
(a) To facilitate a particular form of student-centred learning in a workplace environment (b) To provide a bridge between the academy and the workplace by demonstrating transferable skills (c) To provide a work experience in which History-based skills can be applied and developed and new ones acquired. (d) To provide a forum in the shape of a final summative discussion within which students can share and profit from each other’s workplace experience. |
By the conclusion of this module, a student will be expected to be able to : (a) Assess critically the contribution they have made to the chosen workplace. (b) Demonstrate an understanding and appreciation of the employability and life skills developed during their placement. Demonstrate a greater appreciation of skills transferable between the academy and the workplace. |
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Wolverhampton |
This module aims to provide an opportunity for students to gain work experience in careers in which historical skills and knowledge are essential.
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On the successful completion of the module you should be able to:
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York St John [Wpl is embedded in a contemporary British History module.]
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The object [of the module] is to foster an appreciation of contemporary society and enable students to exploit its opportunities both within and beyond the world of work so that they are better prepared to take up their places within the community. |
Upon successful completion of this module you will be able to: 1. Critically appreciate the relationship of history to some of the major trends in contemporary society. 2. Evaluate the organisational, professional and personal learning that has taken place during the experiential learning component. 3. Apply subject expertise in a practical context related to the community and the world of work.
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Who finds placements?
Students and staff 9
(Greenwich, Hertfordshire, Petroc, Sheffield Hallam, Staffordshire, UCLAN, UC Peterborough, UC Suffolk, Winchester)
Students 6
(Huddersfield, Keele, Newman, Westminster, Wolverhampton, York St John)
Staff 3
(Chichester, Manchester Met, Oxford Brookes)
Huddersfield and Newman are among the departments that have produced lea.flets to tell potential providers about the benefits of wpl to their organisations
Length of placements
Comparing the length of placements has been difficult because some departments specify the length in the number of hours to be completed; others in the number of weeks.
Institutions who measure placements in weeks generally expect students to spend an 8-hour working day in placement. To allow institutions to benchmark their practice against the institutions that responded to our survey, we have converted all the placements to hours students are required to attend the placement.
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Hours |
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Mean |
95 |
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Median |
102 |
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Mode |
108 |
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Maximum |
150 |
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Minimum |
30 |
Although students usually work a day a week, many institutions vary the pattern to meet students’ needs.
Types of placements
In addition to schools, museums and a range of heritage and archaeological sites, Hertfordshire and Sheffield Hallam are among those who use community groups Chichester, Huddersfield and Wolverhampton, for example, place students in the University itself. Huddersfield also place students commercial and other private sector organisations and is exploring how self-employment could be integrated in its placement scheme. Newman and Wolverhampton have used the archives of local newspapers. Broadcast media organisations might also provide suitable placements.
Newman is an example of an institution that uses overseas placements.
Students
Workshops
Several institutions, including Huddersfield and the University of Central Lancashire, hold introductory workshops Universities of are held by. Huddersfield and University Campus Suffolk include CV writing as part of their preparatory activities; Roehampton incorporates exemplar letters of application in its Module Handbook.
Module Handbooks
Module Handbooks are the most pervasive form of preparation for and support of wpl. The decision of what to include in a Module Handbook may be governed by procedures outside a module leader’s control and, thus, all sorts of information may be provided for students in separate documentation that supplements the Module Handbook. The following table indicates the range of material contained in the Handbooks we have seen.
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Topic |
Core content |
Examples of additional items |
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Module leader’s (contact) details |
Y |
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Aims |
Y |
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Learning outcomes |
Y |
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Module content/weekly programme |
Y |
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Learning/teaching strategy/methods |
Y |
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Assessment methods and weightings |
Y |
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Assessment/Performance criteria |
Y |
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Learning Agreement /Contract |
Y |
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WPL Bibliography |
Y |
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Applying for/finding a placement |
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Roehampton, Huddersfield |
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Attendance at workplace requirements |
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Chichester, Hertfordshire |
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Breakdown of placement/managing placement relationships |
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UCLAN, Newman |
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Code of conduct/responsibilities, including dress code |
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Staffordshire |
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Newman |
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Description of placements/projects |
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Manchester Metropolitan Chichester |
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End of placement student self- assessment |
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Oxford Brookes |
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Guidelines on feedback |
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York St John |
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Health and safety guidance, including CRB arrangements |
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UCLAN, Winchester |
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Insurance arrangements |
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Roehampton, Oxford Brookes |
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Placement checklists (preparatory, induction, on placement, end of placement) |
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Newman, OBU |
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Placement tutor visit checklist |
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Newman |
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Provider report form on student (New, Staffs, West) |
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Staffordshire, Westminster |
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Schedule of key dates |
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UC Peterborough, Sheffield Hallam |
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Student feedback on previous year’s placements |
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Chichester |
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Style sheet |
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Manchester Metropolitan, UC Peterborough, York St John |
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Submission of assignments and extensions |
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Huddersfield, York St John |
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Travel expenses payments
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Manchester Met, UCLAN |
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Tutor’s report on previous year’s placements
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Chichester |
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What is reflection?
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Newman, Petroc, Staffordshire |
Key
Core content: information included in all or nearly all Handbooks
Additional items: information included in a subset of the Handbooks. These items are listed alphabetically.
Visits
Some module leaders, including Chichester and Manchester Metropolitan, visit providers before the start of a placement. Several produce a Provider Handbook or send a copy of the Student Guide, for example Newman and Central Lancashire. Oxford Brookes incorporates its Provider Handbook into the Student Handbook.
Chichester and UCLAN are examples of departments that write a follow up letter to providers who have agreed to take students.
Provider Handbooks
The following alphabetical list of contents is drawn from the Universities of Central Lancashire, Chichester, Greenwich, Huddersfield, Oxford Brookes and Winchester, and Newman University College.
Aims
Assessment methods
Breakdown of placement
Clarification of provider expectations
Code of conduct
Complaints against student
CRB check arrangements
Disability and DDA
Employer’s role in assessment
Equal opportunities
Health and safety (+checklist)
Insurance arrangements/declaration
Learning Agreement/Contract (+ agreement template)
Learning outcomes
Length of placement
On placement briefing activities
Payment policy
Placement activities
Placement induction checklist
Post-placement briefing
Pre-placement briefing
Pre-placement meeting topics
Provider feedback on student
Provider questionnaire
Roles and responsibilities of institution
Roles and responsibilities of provider
Skills developed by students
Students’ responsibilities
Supervision requirements
Travel expenses
Types of placement
Whistleblowing
WPL Bibliography
All departments provide email and telephone support throughout the placement.
Examples of other types of support are:
Placement visits (Huddersfield, Keele, UC Peterborough)
Tutorials (Chichester, Greenwich, Sheffield Hallam)
VLE/Skype (Newman)
The following table describes the methods currently being used to assess the wpl modules.
|
Institution |
Component 1 |
Component 2 |
Component 3 |
Notes |
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Chichester |
Essay (3500): 100% |
|
|
Formative: Journal/log book; tutorial, including review of journal.
Provider submits interim and final reports - do not contribute to module grade. |
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Greenwich |
Reflective log 30% |
Provider’s formal report 10% |
Project 60% |
Project: On an agreed topic demonstrating critical engagement with primary and secondary sources. |
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Hertfordshire |
Log |
Reflective essay (1500) |
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Huddersfield |
Presentation 40% |
Written reflective report (2000)
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|
Formative: Log
Provider feedback does not contribute to grade. |
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MMU |
Essay (1500) 25% |
Reflective portfolio (1500) 25% |
Group project 50% |
Essay: choice of 3 titles on relationship of History, Public History and Heritage.
Portfolio: includes log. |
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Newman |
Reflective account (2000) 60% |
Essay (1000) 40% |
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Essay: assess application of subject knowledge to workplace. |
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OBU |
Reflective journal (3000) 80% |
CV and covering letter 10% |
4 reflective tutorials 10% |
Formative: Portfolio |
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UC Peterborough |
Reflective log (1500) 50% |
Reflective placement report (1500) 50% |
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75% attendance requirement |
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Petroc |
Reflective journal 40% |
Reflective presentation – 20 minutes + Q&A 60% |
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|
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Roehampton |
E-portfolio 20% |
Essay (2000) 80%
|
|
Portfolio: Pre-placement CV, 500 word description, reflective diary, post-placement CV, reference from provider. Essay: Critical analysis on an academic debate related to placement. |
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Sheffield Hallam |
Project (2500 if written) 50% |
Portfolio 50% |
|
Alternatives to written project include education packs, booklet. Portfolio: 15 minute presentation (20%), 1000 word peer review of another project (10%) Weekly online diary or blog (20%) |
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Staffordshire |
Provider report 20% |
Self-reflective written report (2500) 80% |
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Provider report: template |
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UC Suffolk |
Essay (2500) 45% |
Reflective placement review (2500) 45% |
CV & 20 minute Presentation 10% |
Essay: Choice of title on a Heritage-related question |
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UCLAN |
Preliminary report (1000) 20% |
Log 40% |
Confidential reflective essay 40% |
Preliminary report: Survey task and set goals. Log: Record of work + outputs. Provider report – does not contribute to grade but could raise (but not lower) a borderline. |
|
Westminster |
Log 20% |
Provider report 20% |
Reflective report (3000) 60% |
Provider report – template. |
|
Winchester |
Journal 50% |
Reflective report (2000) 50% |
|
|
|
Wolverhampton |
i) Submission of documentation ii) Log book including risk assessment form (1500) 40%
|
Reflective essay (2000) 60% |
|
Documentation: submission compulsory to continue on module. Provider’s report – does not formally contribute to grade but may be taken into account. |
|
York St John |
Take home exam (2000 words) 40% |
Placement report (3000) 60% |
|
Take home exam: based on content of the contemporary British history module in which the placement embedded. Preparation and writing should take up to one working day |
Other methods that could be used to assess wpl.
Audio- and/or video-recording of workplace practices, with analytical commentary
Briefing papers
Contributions to group blogs, wikis, online forums, bulletin boards
Critical incident or other reflective practice exercises
Digital stories
Evaluative guide to work placement for the next year’s cohort
Funding bid or proposal
Objective Structured Practical Examinations (OSPEs) hyperlink to OSCPEs below
Orals and interviews
Patchwork text hyperlink to patchwork below
Poster sessions
Reports (written and in other formats)
OSPEs in their clinical form are extensively used in medical education to assess students’ skills, competency and knowledge.
The University of Liverpool’s Clinical Resource Centre notes that
‘OSCEs consist of a series of stations around which candidates rotate. At each station the candidate must perform a predefined task within a set time limit’.
http://www.liv.ac.uk/csrc/osces/index.htm, accessed 1 August 2010
(R C Arnold and A.D Walmsley (2008, 126) provided a fuller account of the process:
‘The Objective Structured Clinical Examination (OSCE) was developed by Harden and Gleeson in Dundee in 1975 as a reliable way of assessing clinical skills. It has since been used increasingly to evaluate student performance, mainly at undergraduate level, but increasingly in postgraduate medical assessment. It was developed as a means of assessing clinical competency based on objective testing through direct observation in a formal setting. Candidates are expected to perform several tasks related to different aspects of their area of study, in a given time, against criteria formulated to the skill or attitude being tested. These can include the ability to interpret data, solve problems, obtain information from a patient, establish rapport or communicate. ‘Standardised patients’, usually actors, can be used to provide simulated clinical encounters.’
Arnold, R. C. and Walmsley, A. D. (2008) ‘The use of the OSCE in postgraduate education’, European Journal of Dental Education, 12, 126–130.
Although the patchwork text had its origins in professional development programmes in the 1990s, the technique has been used more widely in both undergraduate and postgraduate courses.
Peter Ovens (2003, 546) described the approach as:
‘…students writ[ing] several short pieces, the ‘patches’, at intervals throughout the module and then at the end, the patches are ‘stitched together’ to make a Patchwork Text.’
Lydia Arnold et al (2009, 151,152) explained that the Patchwork Text is:
‘made up of a gradually assembled set of writing tasks (patches) that are further engaged with, through a reflective commentary known as stitching.
‘Students have to complete intermediate tasks and are expected to share these drafts with groups of peers. Peers reciprocally undertake reviews and give formative feedback about each other’s work.
‘The final task of a Patchwork text seeks to unify the ‘fragments’ of the learning, (the patches) through a critical and personal reflection on the learning process of the module as whole….’
Providers contribute to students’ overall module grade at Greenwich, Manchester Met, Staffordshire and Westminster. The proportion of the provider’s contribution ranges from 10 to 20 to 25%.
In addition to the written commentaries on assignments and/or on a standard feedback sheet and face-to-face tutorials adopted by all the institutions, Huddersfield and Westminster are among those who return their feedback by email, and Newman uses podcasts.
Ideas for further consideration
This section is based on some of the themes that have emerged from our research.
Addressing whistleblowing
Many departments include guidance to students on professional codes of ethics and codes of practice. However, not all include references to whistleblowing. Though unlikely to be needed, it would be useful to consider how students, tutors and providers might deal with whistleblowing during a placement.
Developing student reflection
Leijen et al offer the following approach to helping students to understand reflective thinking in terms of Levels of reflection
‘Four levels of reflection were distinguished ...
First, mere descriptions of actions and thoughts were assigned to be on the level of description.
Second, if students provided a rationale or logic for an action or viewpoint, the fragments were assigned to be on the level of justification.
Third, if students provided an evaluation for an aspect and explained why this explanation was given, then the fragment was interpreted as being on the level of critique.
Finally, if students moved beyond the evaluation and explanation of what is, and why they think that is, and pointed out what could be done to initiate changes, and why changes are needed in the first place, then the fragments were interpreted as being on the level of discussion.’
|
Level |
Characteristics |
|
Description |
‘Mere descriptions of actions and thoughts’ |
|
Justification |
‘A rationale or logic for an action or viewpoint provided’ |
|
Critique |
‘An evaluation [of an action or thought] … and [an explanation for the evaluation] … given’ |
|
Discussion |
‘Mov[ing] beyond the evaluation and explanation of what is, and why they…that is, and [to] point out what could be done to initiate changes, and why changes are needed in the first place |
Leijen, Ali, et al. (2011), 'How to determine the quality of students' reflections?', Studies in Higher Education, 7.
SCAMPER (http://litemind.com/scamper/) offers a model for ‘creative problem solving’
Resources on reflective learning can be found, for example, on the University of Exeter’s Academic services webpages, http://tinyurl.com/3dv2ufr, on the University of Manchester’s Faculty of Humanities Study Skills website at http://tinyurl.com/4xznevv and the University of Portsmouth’s Academic services Unit at http://tinyurl.com/432bbrv
For ways of linking reflective learning to Personal Development Planning (PDP), see the Higher Education Academy’s PDP webpages at http://tinyurl.com/3hc7qwo
Establishing WPL co-operatives
Dr Pauline Elkes (Staffordshire) has proposed the establishment of West Midlands wpl network. In a separate initiative Drs Steve Caunce (UCLAN), Craig Horner and Faye Simpson (Manchester Met), and Robert Poole (Cumbria) have established the North West student placement network. Steve Caunce believes that significant economies of scale could be achieved in wpl if institutions pool their expertise and resources while also enhancing the choice and delivery of placements for students. He argues cooperation is an alternative to the competitive market model underpinning current higher education policy.
Exploring internships
Despite Ross Perlin’s strictures about internships, it would be worthwhile exploring how these differ from the work placements and whether these types of internships could more widely adopted across the sector.
Researching Wpl and graduate employment
Some module leaders have conducted informal studies of the use to which students have put their wpl experience. Though difficult, it would be valuable for more systematic research to be undertaken on the value of wpl. Wilton and Moores and Reddy have investigated Business and Psychology placements respectively. Little and Harvey have examined the perceptions of students from various disciplines.
We thought it would be helpful to bring the QAA’s History Subject Benchmark Statement together with the Tuning History Subject Specific Competencies, the Australian Learning and Teaching Council’s Draft History Standards, the History, and Doreen Rorrison’s suggestions for guiding principles for teacher education adapted to wpl more generally as a framework for further thinking about the role of wpl in History programmes.
QAA History Subject Benchmark Statement
Summary of learning outcomes
- Command of a substantial body of historical knowledge
- The ability to develop and sustain historical arguments in a variety of literary forms, formulating appropriate questions and utilising evidence
- An ability to read, analyse and reflect critically and contextually upon contemporary texts and other primary sources, including visual and material sources like paintings, coins, medals, cartoons, photographs and films
- An ability to read, analyse and reflect critically and contextually upon secondary evidence, including historical writings and the interpretations of historians
- An appreciation of the complexity of reconstructing the past, the problematic and varied nature of historical evidence
- An understanding of the varieties of approaches to understanding, constructing, and interpreting the past; and, where relevant, a knowledge of concepts and theories derived from the humanities and social sciences
- The ability to gather and deploy evidence and data to find, retrieve, sort and exchange new information
- A command of comparative perspectives, which may include the ability to compare the histories of different countries, societies, or cultures
- Awareness of continuity and change over extended time spans
- An understanding of the development of history as a discipline and the awareness of different historical methodologies
- An ability to design, research, and present a sustained and independently-conceived piece of historical writing
- The ability to address historical problems in depth, involving the use of contemporary sources and advanced secondary literature
- Clarity, fluency, and coherence in written expression
- Clarity, fluency, and coherence in oral expression
- The ability to work collaboratively and to participate in group discussion
- Competence in specialist skills which are necessary for some areas of historical analysis and understanding, as appropriate
QAA (2007) History Benchmark Statement, paragraph 7.5
Tuning History Specific Competences
(Available at http://tinyurl.com/6454rv5)
1. A critical awareness of the relationship between current events and processes and the past.
2. Ability to comment, annotate or edit texts and documents correctly according to the critical canons of the discipline
3. Ability to communicate orally in foreign languages using the terminology and techniques accepted in the historiographical profession.
4. Ability to communicate orally in one's own language using the terminology and techniques accepted in the historiographical profession.
5. Ability to define research topics suitable to contribute to historiographical knowledge and debate
6. Ability to give narrative form to research results according to the canons of the discipline
7. Ability to identify and utilise appropriately sources of information (bibliography, documents, oral testimony etc.) for research project
8. Ability to organise complex historical information in coherent form
9. Ability to read historiographical texts or original documents in one's own language; to summarise or transcribe and catalogue information as appropriate.
10. Ability to read historiographical texts or original documents in other languages; to summarise or transcribe and catalogue information as appropriate
11. Ability to use computer and internet resources and techniques elaborating historical or related data (using statistical, cartographic methods, or creating databases, etc.)
12. Ability to write in one's own language using correctly the various types of historiographical writing
13. Ability to write in other languages using correctly the various types of historiographical writing
14. Awareness of and ability to use tools of other human sciences (e.g., literary criticism, and history of language, art history, archaeology, anthropology, law, sociology, philosophy etc.)
15. Awareness of and respect for points of view deriving from other national or cultural backgrounds.
16. Awareness of methods and issues of different branches of historical research (economic, social, political, gender related, etc.)
17. Awareness of the differences in historiographical outlooks in various periods and contexts.
18. Awareness of the issues and themes of present day historiographical debate.
19. A wareness of the on-going nature of historical research and debate.
20. Detailed knowledge of one or more specific periods of the human past.
21. Knowledge of ancient languages
22. Knowledge of and ability to use information retrieval tools, such as bibliographical repertoires, archival inventories, e- references
23. Knowledge of and ability to use the specific tools necessary to study documents of particular periods (e.g. palaeography, epigraphy).
24. Knowledge of didactics of history
25. Knowledge of European history in a comparative perspective
26. Knowledge of local history
27. Knowledge of one's own national history
28. Knowledge of the general diachronic framework of the past.
29. Knowledge of the history of European integration
30. Knowledge of world history
Australian Learning and Teaching Council
Learning and Teaching Academic Standards Arts, Social Sciences and Humanities
Draft History Standards Statement Consultation Paper July 2010
Available at http://www.afterstandards.org/
Threshold Learning Outcomes
Upon completion of a Bachelor degree with a major in History, graduates will be able to:
1. Demonstrate knowledge of one or more periods of the past.
2. Identify, analyse, contextualise, and synthesise a wide variety of primary and secondary materials.
3. Identify, analyse, contextualise, synthesise and reflect critically upon historical scholarship.
4. Formulate historical problems and propose and review means for their resolution in a timely fashion.
5. Construct and support an argument in oral and written form, according to the methodological and ethical conventions of the discipline.
6. Demonstrate knowledge of the varieties of approaches to understanding, constructing and interpreting the past.
7. Demonstrate understanding of how historical phenomena – and historians – inform the present.
8. Identify, and reflect critically upon, capabilities developed in the study of history.
Student Employability Profile for History (developed by the HEA and History Subject Centre)
STUDENT EMPLOYABILITY PROFILE TEMPLATE – HISTORY
GENERIC EMPLOYABILITY COMPETENCIES
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Subject Benchmark Indicators
© The Quality Assurance Agency for Higher Education |
Cognitive Skills The ability to identify, and solve problems, work with information and handle a mass of diverse data, assess risk and draw conclusions. |
Generic Competencies High level and transferable key skills such as the ability to work with others in a team, communicate, persuade and have interpersonal sensitivity. |
Personal Capabilities The ability and desire to learn for oneself and improve ones self-awareness, emotional intelligence and performance. To be a self-starter (creativity, decisiveness, initiative) and to finish the job (flexibility, adaptability, tolerance to stress). |
Technical Ability For example, having the knowledge and experience of working with relevant modern technology. |
Business and / or Organisation Awareness An appreciation of how businesses operate through having had (preferably relevant) work experience. Appreciation of organisational culture, policies and processes |
Practical and Professional Elements Critical evaluation of the outcomes of professional practice, reflect and review own practice participate in and review quality control processes and risk management |
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Develop the ability to understand how people have existed, acted and thought in the always different context of the past. History involves the cultural shock of encountering and sensing the past's otherness and of learning to understand unfamiliar structures, cultures and belief systems. These forms of understanding also shed important light on the influence which the past has on the present |
Analysis Judgement Attention to Detail |
Interpersonal Sensitivity |
Initiative Achievement orientation |
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Professional Expertise |
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Develop the ability to read and use texts and other source materials, both critically and empathetically, while addressing questions of genre, content, perspective and purpose |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Display an appreciation of the complexity and diversity of situations, events and past mentalities. This emphasis is central to History's character as an anti-reductionist discipline fostering intellectual maturity |
Analysis Judgement Attention to Detail |
Interpersonal Sensitivity |
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Organisation Understanding |
Professional Expertise |
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Understand the problems inherent in the historical record itself and develop an awareness of a range of viewpoints and the way to cope with this |
Analysis Judgement Attention to Detail |
Interpersonal Sensitivity |
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Organisation Understanding |
Professional Expertise |
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Display appreciation of the range of problems involved in the interpretation of complex, ambiguous, conflicting and often incomplete material |
Analysis Judgement Attention to Detail |
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Adaptability/Flexibility |
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Professional Expertise |
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Exhibit a feeling for the limitations of knowledge and the dangers of simplistic explanations |
Analysis Judgement Attention to Detail |
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Develop basic critical skills and a recognition that statements are not all of equal validity, that there are ways of testing them, and that historians operate by rules of evidence which, though themselves subject to critical evaluation, are also a component of intellectual integrity and maturity |
Analysis Judgement Attention to Detail |
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Adaptability/Flexibility Listening Questioning |
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Professional Expertise |
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Develop the ability to set tasks and solve problems |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Gather, sift, select, organise and synthesise large quantities of evidence |
Analysis Judgement Attention to Detail |
Planning and Organising |
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Professional Expertise |
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Formulate appropriate questions and provide answers to them using valid and relevant evidence and argument |
Analysis Judgement Attention to Detail |
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Listening Questioning |
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Professional Expertise |
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Demonstrate an understanding of the nature of the discipline including what questions are asked by historians, and why |
Analysis Judgement Attention to Detail |
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Listening Questioning |
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Professional Expertise |
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Develop reflexivity, i.e. the marshalling of argument - in written and oral form drawing on and presenting all the above skills |
Analysis Judgement Attention to Detail |
Written Communication |
Listening Questioning Creativity |
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Professional Expertise |
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Write in clear, lucid and coherent prose that has structure and is relevant and concise |
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Planning and Organising Written Communication |
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Develop the capacity to sustain a reasoned line of argument in the face of others, to listen, to engage in sustained debate, and amend views as necessary in the light of evidence and argument. |
Analysis Judgement Attention to Detail |
Written Communication Interpersonal Sensitivity |
Listening Questioning Adaptability/Flexibility Initiative Influencing Creativity |
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Professional Expertise |
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Demonstrate self-discipline |
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Tolerance for Stress |
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Demonstrate self-direction |
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Achievement Orientation |
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Demonstrate independence of mind, and initiative |
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Initiative Decisiveness |
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Display the ability to work with others, and have respect for others' reasoned views |
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Interpersonal Sensitivity Working with Others Teamwork |
Listening Questioning |
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Gather, organise and deploy evidence, data and information and be familiar with appropriate means of identifying, finding, retrieving, sorting and exchanging information |
Analysis Judgement Attention to Detail |
Planning and Organising |
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Professional Expertise |
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Demonstrate analytical ability, and the capacity to consider and solve problems, including complex problems |
Analysis Judgement Attention to Detail |
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Achievement Orientation Initiative |
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Professional Expertise |
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Demonstrate team working and collaborative activity such as group projects, fact-finding, evidence- processing work, etc |
Analysis Judgement Attention to Detail |
Planning and Organising Working with Others Teamwork |
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Professional Expertise |
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Exhibit competence in shorter written tasks, including historical literature reviews and reports |
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Written Communication |
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Able to use information technology to answer questions about historical data, including statistical and/or graphical analysis of historical data sets and to present findings in a variety of appropriate forms (bar graphs, pie charts, etc |
Analysis Judgement Attention to Detail |
Planning and Organising |
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Technical Application |
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Professional Expertise |
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Ability to use information technology for bibliographic and archive searches |
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Technical Application |
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Exhibit practical experience in the use of archival material |
Analysis Judgement Attention to Detail |
Planning and Organising |
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Technical Application |
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Professional Expertise |
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Demonstrate command of a substantial body of historical knowledge |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Develop and sustain historical arguments in a variety of literary forms, formulating appropriate questions and utilising evidence |
Analysis Judgement Attention to Detail |
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Questioning Listening Initiative Achievement Orientation |
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Professional Expertise |
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Display an ability to read, analyse, and reflect critically and contextually upon historical texts |
Analysis Judgement Attention to Detail |
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Questioning Listening Initiative Achievement Orientation |
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Professional Expertise |
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Develop an appreciation of the complexity of reconstructing the past, the problematic and varied nature of historical evidence |
Analysis Judgement Attention to Detail |
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Achievement Orientation |
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Professional Expertise |
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Understand approaches to constructing, and interpreting the past and display a knowledge of concepts and theories derived from the humanities and social sciences |
Analysis Judgement Attention to Detail |
Interpersonal Sensitivity |
Questioning Listening Initiative Achievement Orientation |
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Organisation Understanding |
Professional Expertise |
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Read, analyse, and reflect critically and contextually upon historical texts and other source materials |
Analysis Judgement Attention to Detail |
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Questioning Listening Initiative Achievement Orientation |
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Professional Expertise |
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Gather and deploy evidence and data to find, retrieve, sort and exchange new information |
Analysis Judgement Attention to Detail |
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Questioning Listening Initiative Achievement Orientation |
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Professional Expertise |
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Develop a command of comparative perspectives, including the ability to compare the histories of different countries, societies, or cultures |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Demonstrate awareness of continuity and change over extended time spans |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Demonstrate an understanding of the development of history as a discipline and the awareness of different historical methodologies |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Design, research, and present a sustained and independently-conceived piece of historical writing |
Analysis Judgement Attention to Detail |
Written Communication Planning and Organising |
Listening Questioning Achievement Orientation |
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Professional Expertise |
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Address historical problems in depth, involving the use of contemporary sources and advanced secondary literature |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Demonstrate clarity, fluency, and coherence in written expression |
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Written Communication |
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Demonstrate clarity, fluency, and coherence in oral expression |
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Listening Questioning |
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Demonstrate the ability to work collaboratively and to participate in group discussion |
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Interpersonal Sensitivity Working with others Teamwork |
Listening Questioning |
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Develop competence in specialist skills which are necessary for some areas of historical analysis and understanding, as appropriate |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Display an appreciation of the complexity and diversity of situations, events and mentalities in the past and of the surviving evidence about them |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Read, analyse, and reflect critically and contextually upon, a wide range of source materials |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Demonstrate awareness of the varieties of approaches to understanding, constructing and interpreting the past |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Demonstrate an understanding of history as a discipline and of different historical methodologies |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Demonstrate an awareness of continuity and change over time |
Analysis Judgement Attention to Detail |
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Adaptability/Flexibility |
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Professional Expertise |
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Demonstrate an ability to gather evidence to develop and sustain historical arguments |
Analysis Judgement Attention to Detail |
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Professional Expertise |
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Employ cognate skills such as languages, computing and quantitative methods and seek to develop the generic or transferable skills of self-discipline, self direction and, independence of mind, empathy and imaginative insight |
Analysis Judgement Attention to Detail |
Interpersonal Sensitivity Planning and Organising |
Creativity Initiative Tolerance for Stress Personal Development Achievement Orientation Adaptability/Flexibility
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Technical Application Technical Knowledge |
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Develop ability to work with others and to have respect for the reasoned view of others |
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Working with Others Teamwork Interpersonal Sensitivity |
Listening Questioning |
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Workplace learning
Some guiding principles
| Rorrison’s principles | WPL modules |
| Practicum Learning Principle 1 Productive and transformative pedagogies linked to transparent and robust theories of learning should be clearly constructed, and the related teaching experiences carefully scaffolded, for preservice teacher learning during the practicum. | Principle 1 a) There should be a clear, educational, academic and pedagogic rationale for the workplace learning, including ‘preparing students for a future of change, challenge and lifelong learning’. b) The placement should be organized in ways that allow students to meet all the placement module outcomes. |
| Practicum Learning Principle 2 Collaborative relationships between schools and university schools of education should be underpinned by a shared understanding of how theory and practice intersect to inform preservice teachers about engaging students in quality learning that will prepare them for a future of change, challenge and lifelong learning. | Principle 2 Placement employers/mentors should have a common understanding of the purposes (rationale) of the placement. |
| Practicum Learning Principle 3 The different learning needs of preservice teachers must be recognised and they should be given the space at university and in the schools to learn about teachers’ work in ways that are empowering and transformative for their practice. | Principle 3 The variety of students’ learning needs should be recognized and allowed for in the placement. |
| Practicum Learning Principle 4 Worthwhile outcomes must be established and clearly articulated for any observation and teaching experience during the practicum. The diverse cultural, socio-political and learning contexts of practicum settings should be transparent, valued and shared in collegiate ways as part of learning about teaching. | Principle 4 a) The diversity of placement settings should be recognized when designing the placement assessment. b) Mechanisms should be developed to encourage students to share their placement experiences and to reflect on their shared experiences. |
| Practicum Learning Principle 5 It is the responsibility of teacher educators, as committed and informed teachers, to support classroom teachers to mentor the preservice teacher learning while maintaining a receptive and involved interest. Timely guidance and support will foster successful learning relationships while conversations with peers will aid reflection and transformation of the sense of “self” as a teacher within a learning community. | Principle 5 University tutors should make explicit the ways in which they will support employers/mentors and the expectations tutors have of employers/mentors in students’ learning. |
| Practicum Learning Principle 6 Conversations about the practicum learning experience can prepare preservice teachers to look with a fresh lens on contentious and previously silenced issues. Narrative grounded in “truly conceivable experience” can provide examples of quality mentoring and pedagogy as a valuable teacher education resource. | Principle 6 Students should be fully prepared to undertake their placement, in particular tutors should clarify what they understand by critical and reflective thinking. |
| Practicum Learning Principle 7 Increased collaboration between universities at a national and international level is necessary if we are to develop a conceptual framework to articulate the important understandings of practicum learning. | Principle 7 N/A |
Rorrison, Doreen (2010) 'Assessment of the practicum in teacher education: advocating for the student teacher and questioning the gatekeepers', Educational Studies, 36: 5, 519.
Respondents to the online survey
| Dr Ian Atherton | Keele | i.j.atherton@his.keele.ac.uk |
| Dr June Balshaw | Greenwich | bj61@gre.ac.uk |
| Dr Helen Boak | Hertfordshire | h.boak@herts.ac.uk |
| Dr Louise Carter | University Campus Suffolk | louise.carter@ucs.ac.uk |
| Dr Stephen Caunce | Central Lancashire | sacaunce@uclan.ac.uk |
| Dr Ian Cawood | Newman University College | i.cawood@newman.ac.uk |
| Dr Tony Craig | Staffordshire | t.craig@staffs.ac.uk |
| Dr Patricia Cullum | Huddersfield | p.c.cullum@hud.ac.uk |
| Dr Neil Curtin | Winchester | Neil.Curtin@winchester.ac.uk |
| Dr Martin Doherty | Westminster | M.A.Doherty@westminster.ac.uk |
| Dr Pauline Elkes | Staffordshire | p.elkes@staffs.ac.uk |
| Dr Rebecca Gill | Huddersfield | r.gill@hud.ac.uk |
| Dr Ian Horwood | York St. John University | I.HORWOOD@yorksj.ac.uk |
| Abigail Hunt | University Centre Peterborough | abigail.hunt@peterborough.ac.uk |
| Dr Wayne Johnson | York St. John University | w.johnson@yorksj.ac.uk |
| Dr Sarah Lloyd | Hertfordshire | s.v.lloyd@herts.ac.uk |
| Dr Tim McHugh | Oxford Brookes | tmchugh@brookes.ac.uk |
| Dr Margaret Ponsonby | Wolverhampton | M.Ponsonby@wlv.ac.uk |
| Dr Amanda Richardson | Chichester | a.richardson@chi.ac.uk |
| Harriet Richmond | Newman University College | H.Richmond@newman.ac.uk |
| Dr Faye Simpson | Manchester Metropolitan | F.Simpson@mmu.ac.uk |
| Catherine Slaughter | Petroc/Plymouth | cslaughter@petroc.ac.uk |
| Dr Alison Twells | Sheffield Hallam | A.Twells@shu.ac.uk |
| Dr Ted Vallance | Roehampton | Edward.Vallance@roehampton.ac.uk |
Arnold, Lydia, Williams, Tim & Thompson, Kevin, 'Advancing the Patchwork Text: The Development of Patchwork Media Approaches', International Journal of Learning, 16, no. 5 (2009), pp.151-66.
Australian Learning and Teaching Council, http://www.altc.edu.au/.
Bailey, Richard and Garner, Mark, 'Is the Feedback in Higher Education Assessment Worth the Paper It Is Written On? Teachers' Reflections on Their Practices', Teaching in Higher Education, 15, no. 2 (2010), pp.187-98.
Blackwell, Alison et al, 'Transforming Work Experience in Higher Education', British Educational Research Journal, 27, no. 3 (2001), pp.269-85.
Boud, David, ‘Assessment and learning – unlearning bad habits of assessment’, Effective Assessment at University, Conference held at the University of Queensland, 4-5 November 1998 available at http://tinyurl.com/6zm8ztp.
Brennan, L., Investigating work-based learning in higher education: A guide to good practice: Report for UVAC/LCCI Commercial Education Trust (Bolton: UVAC, 2005).
Brett, Paul, 'Students' Experiences and Engagement with Sms for Learning in Higher Education', Innovations in Education and Teaching International, 48, no. 2 (2011), pp.137-47.
Brodie, Pandy and Irving, Kate 'Assessment in Work-Based Learning: Investigating a Pedagogical Approach to Enhance Student Learning', Assessment & Evaluation in Higher Education, 32, no. 1 (2007), pp.11-19.
Boud, David and Solomon, Nicky, Work-based learning: a new higher education (Maidenhead: Society for Research into Higher Education & Open University Press, 2001).
Brown, George, Assessment: A Guide for Lecturers (York: LTSN, 2001) available at http://www.heacademy.ac.uk.
Burke, Deirdre and Pietrick, Jackie, Giving Students effective Written Feedback (Maidenhead: Open University Press, 2010).
Crisp, Beth R, 'Is It Worth the Effort? How Feedback Influences Students' Subsequent Submission of Assessable Work', Assessment & Evaluation in Higher Education, 32, no. 5 (2007), pp.571-81.
Curtis, Steven et al, 'Placement Blogging: The Benefits and Limitations of Online Journaling', Enhancing Learning and Teaching in the Social Sciences (ELiSS), 1, no. 3,1-17 (2009) available at http://tinyurl.com/6yvhg28.
Dalrymple, Roger and Smith, Patrick, 'The Patchwork Text: Enabling Discursive Writing and Reflective Practice on a Foundation Module in Work-Based Learning', Innovations in Education and Teaching International, 45, no. 1 (2008), pp.47-54.
Equality Challenge Unit, Work placements in the creative industries: good placements for all students (ECU, nd) available at http://www.ecu.ac.uk/publications/diversity-equality-and-access-toolkits.
Eraut, Michael, ‘Improving the Quality of Work Placements’ in Learning to be Professional through a Higher Education e-book, edited by Norman Jackson (Guildford: University of Surrey (SCEPTrE), 2011) available at http://tinyurl.com/6fx8njl.
Fantholme, Christine, Work Placements – A Survival Guide for Students (Basingstoke: Palgrave MacMillan, 2004).
Franklin, Penny, ’OSCEs as a means of assessment for the practice of nurse prescribing’, Nurse Prescribing, 3:1 (2005), pp.14-23.
Frost, Jennifer, de Pont, Genevieve, and Brailsford, Ian, 'Expanding Assessment Methods and Moments in History', Assessment & Evaluation in Higher Education, (iFirst, 2011), pp.1-12.
Hejmadi, Momna V, Bullock, Kate , Gould, Virginia and Lock, Gary D., 'Is Choosing to Go on Placement a Gamble? Perspectives from Bioscience Undergraduates', Assessment & Evaluation in Higher Education (IFirst 2011), pp.1-14.
Innovations in Education and Teaching International, 40 no. 2 (2003) devoted the whole of issue 2 of volume 40 of the journal to the Patchwork Text.
Jackson, N (ed.), Learning to be Professional through a Higher Education e-book (Guildford: University of Surrey, 2009-) available at http://tinyurl.com/6fx8njl.
Joughin, Gordon (ed.), Assessment, Learning and Judgement in Higher Education (Berlin: Springer, 2009).
Lester, Stan and Costley, Carol, 'Work-Based Learning at Higher Education Level: Value, Practice and Critique', Studies in Higher Education, 35, no. 5 (2010), pp.561-75.
Litchfield, Andrew et al, 'Contextualising and Integrating into the Curriculum the Learning and Teaching of Work-Ready Professional Graduate Attributes', Higher Education Research & Development, 29, no. 5 (2010), pp.519-34.
Little, Brenda and Harvey, Lee, Learning through work placements and beyond (York: HEA, 2006) available at http://tinyurl.com/6gppazd.
Lunt, Tom and Curran, John, '''Are You Listening Please?" The Advantages of Electronic Audio Feedback Compared to Written Feedback', Assessment & Evaluation in Higher Education, 35, no. 7 (2010), pp.759-69.
Nicholls David, ‘Making history students enterprising: Independent study at Manchester Polytechnic’, Studies in Higher Education 17, no.1 (1992), pp. 67–80.
Ovens, Peter, 'A Patchwork Text Approach to Assessment in Teacher Education', Teaching in Higher Education, 8, no. 4 (2003), pp.545-62.
Perlin, Ross, Intern Nation (London: Verso, 2011).
Price, Margaret et al, ‘If I was going there I wouldn’t start from here: a critical commentary on current assessment practice’, Assessment and Evaluation in Higher Education, 36, no 4 (2011), pp.479-492.
Pusateri, Thomas et al, The Assessment CyberGuide for Learning Goals and Outcomes, 2nd ed (Washington, DC: APA, 2009).
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Trevelyan, Rose, and Ann Wilson, 'Using Patchwork Texts in Assessment: Clarifying and Categorising Choices in Their Use', Assessment & Evaluation in Higher Education (IFrist 2011), pp.1-12.
Tuning, History Specific Competences
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