Bioscience students in the School of Natural and Environmental Sciences had the opportunity to undertake a 35 hour work placement as part of an employability skills module.\u00a0 Each student had a project relating to research, development or communication that they carried out on behalf of the placement provider.<\/p>\n
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Our solution (approach)<\/span><\/strong><\/h3>\nPlacement projects were varied and influenced by the needs of the placement provider so there was not a consistent output (e.g. report) to assess.\u00a0 Therefore, there was an opportunity to embed reflection as the assessment for the module. \u00a0In the first iteration of the module, assessment included:<\/p>\n
\n- Work Placement Plan, structured as SMART (Specific, Measurable, Achievable, Realistic, Timebound) targets<\/li>\n
- Oral Presentation and Reflective Report, where students reflected on the SMART targets set out in the Work Placement Plan using the STAR (Situation, Task, Action, Result) format.<\/li>\n<\/ul>\n
As reflection was new to this group of students, the Oral Presentation functioned as an opportunity for formative feedback for students on their use of STAR before the final submission of their Reflective Report.\u00a0 Over time, the Oral Presentation was removed and further iterations of the module moved to focus on providing tutorial support where students could come and ask specific questions in advance of submissions.\u00a0 If a student was not able to reach a planned goal, they were encouraged to discuss why it was not achievable and reflect on what they could have done differently to make it so.<\/p>\n
Timetabled sessions, including contributions from Careers Service colleagues, supported students in understanding the requirements of the assessment and the assessment rubrics.\u00a0 This included encouraging students to discuss the phrasing of the rubric in pairs and evaluate example reports.<\/p>\n
\nThe impact (results)<\/span><\/strong><\/h3>\nAlthough students found aspects of the assessment challenging, overwhelmingly they enjoyed their placements and found the reflection skills learnt during the module useful.\u00a0 We have been told by students long after the module has finished that they are still using the skills they developed and applying this within their graduate employment.\u00a0 Many students have been successful in being appointed into roles that require the use of STAR in selection interviews.<\/p>\n
\nLessons learned<\/span><\/strong><\/h3>\nHere we used SMART targets and STAR-based reflections to encourage students to think deeply about the personal skills and attributes they wanted to develop during a short work placement, and then whether they had achieved that.\u00a0 This example is framed around a work placement but the structure could be applied to other experiences students have as part of their course.<\/p>\n
\nTips for colleagues<\/span><\/strong><\/h3>\nEncourage students to reflect holistically and honestly on their experiences, including the barriers and challenges
\n<\/strong>We found that many students needed significant support to grasp the concepts of goal setting and reflection.\u00a0 Initially, many students wanted to put a positive spin on their experience.\u00a0 However, we encouraged students to be transparent about obstacles and view adjustments to goals as recalibrations rather than failures.\u00a0 It was challenging to get the message across that an honest appraisal of the situation was more valuable than only drawing out the positives.<\/p>\nTutorials scaffolded students in exploring qualitative evidence of achievement, expanding their views of what was evidence of success
\n<\/strong>Many students found it difficult to move away from description into analysis and critical thinking.\u00a0 As these were biosciences students, many had a view of \u201cevidence\u201d as meaning quantitative evidence so introducing the concept of qualitative evidence of success was unfamiliar to some.\u00a0 We worked on getting these messages across by timetabling tutorials to explore the requirements of the assessment and assessment rubric, showing examples and answering questions from students.<\/p>\nReflection can provide a value assessment option
\n<\/strong>One of the reasons we chose to assess students\u2019 reflection on their placement was because there was no consistency in placement type or output (for example, some students produced a tangible output, like a report, but others did not). \u00a0Even amongst similar outputs, variation meant it would have been challenging to mark consistently. \u00a0But giving students the opportunity to reflect on their development was consistent and developed a different skill set to the rest of their course, and one that had transferable value.\u00a0 Equally, even if all students are tasked to produce a consistent output, reflection can still be used for assessment as their individual process to that output will be personal to them.<\/p>\nConsider alternative names for reflection<\/strong>
\nColleagues may wish to consider if \u201creflection\u201d is the best name for this type of assessment. For example, one of these could be more accessible: \u201cevidence of learning\u201d, \u201cpersonal learning analysis\u201d, \u201cself-assessment\u201d, \u201ccritical review of practice\u201d.<\/p>\n
\nSkills and attributes<\/span><\/strong><\/h3>\nStudents were able to develop the following attributes:<\/p>\n
\n- \n
\n- Reflective and self-aware<\/a><\/li>\n
- Communication<\/a><\/li>\n
- Collaboration<\/a><\/li>\n
- Leading and influencing<\/a><\/li>\n
- Insight<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
<\/p>\n
\nEducation for Life Strategy<\/span><\/strong><\/h3>\nThis case study reflects the following aims of the Education for Life strategy<\/a>:<\/p>\n\n- Equity<\/strong>: To provide a core, universal offer for all students, including tailored provision where needed, to ensure equity of access, experience and in outcomes for all, regardless of background, identity, nationality, location or mode of study.<\/li>\n
- Fit for the future<\/strong>: To ensure our students are fit for their future, our teaching is fit for the future of our offer, and our colleagues are fit for the future of HE<\/li>\n<\/ul>\n
\nFurther resources<\/span><\/strong><\/h3>\nReflective practice<\/p>\n
As reflection was new to this group of students, the Oral Presentation functioned as an opportunity for formative feedback for students on their use of STAR before the final submission of their Reflective Report.\u00a0 Over time, the Oral Presentation was removed and further iterations of the module moved to focus on providing tutorial support where students could come and ask specific questions in advance of submissions.\u00a0 If a student was not able to reach a planned goal, they were encouraged to discuss why it was not achievable and reflect on what they could have done differently to make it so.<\/p>\n
Timetabled sessions, including contributions from Careers Service colleagues, supported students in understanding the requirements of the assessment and the assessment rubrics.\u00a0 This included encouraging students to discuss the phrasing of the rubric in pairs and evaluate example reports.<\/p>\n
\n
The impact (results)<\/span><\/strong><\/h3>\nAlthough students found aspects of the assessment challenging, overwhelmingly they enjoyed their placements and found the reflection skills learnt during the module useful.\u00a0 We have been told by students long after the module has finished that they are still using the skills they developed and applying this within their graduate employment.\u00a0 Many students have been successful in being appointed into roles that require the use of STAR in selection interviews.<\/p>\n
\nLessons learned<\/span><\/strong><\/h3>\nHere we used SMART targets and STAR-based reflections to encourage students to think deeply about the personal skills and attributes they wanted to develop during a short work placement, and then whether they had achieved that.\u00a0 This example is framed around a work placement but the structure could be applied to other experiences students have as part of their course.<\/p>\n
\nTips for colleagues<\/span><\/strong><\/h3>\nEncourage students to reflect holistically and honestly on their experiences, including the barriers and challenges
\n<\/strong>We found that many students needed significant support to grasp the concepts of goal setting and reflection.\u00a0 Initially, many students wanted to put a positive spin on their experience.\u00a0 However, we encouraged students to be transparent about obstacles and view adjustments to goals as recalibrations rather than failures.\u00a0 It was challenging to get the message across that an honest appraisal of the situation was more valuable than only drawing out the positives.<\/p>\nTutorials scaffolded students in exploring qualitative evidence of achievement, expanding their views of what was evidence of success
\n<\/strong>Many students found it difficult to move away from description into analysis and critical thinking.\u00a0 As these were biosciences students, many had a view of \u201cevidence\u201d as meaning quantitative evidence so introducing the concept of qualitative evidence of success was unfamiliar to some.\u00a0 We worked on getting these messages across by timetabling tutorials to explore the requirements of the assessment and assessment rubric, showing examples and answering questions from students.<\/p>\nReflection can provide a value assessment option
\n<\/strong>One of the reasons we chose to assess students\u2019 reflection on their placement was because there was no consistency in placement type or output (for example, some students produced a tangible output, like a report, but others did not). \u00a0Even amongst similar outputs, variation meant it would have been challenging to mark consistently. \u00a0But giving students the opportunity to reflect on their development was consistent and developed a different skill set to the rest of their course, and one that had transferable value.\u00a0 Equally, even if all students are tasked to produce a consistent output, reflection can still be used for assessment as their individual process to that output will be personal to them.<\/p>\nConsider alternative names for reflection<\/strong>
\nColleagues may wish to consider if \u201creflection\u201d is the best name for this type of assessment. For example, one of these could be more accessible: \u201cevidence of learning\u201d, \u201cpersonal learning analysis\u201d, \u201cself-assessment\u201d, \u201ccritical review of practice\u201d.<\/p>\n
\nSkills and attributes<\/span><\/strong><\/h3>\nStudents were able to develop the following attributes:<\/p>\n
\n- \n
\n- Reflective and self-aware<\/a><\/li>\n
- Communication<\/a><\/li>\n
- Collaboration<\/a><\/li>\n
- Leading and influencing<\/a><\/li>\n
- Insight<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
<\/p>\n
\nEducation for Life Strategy<\/span><\/strong><\/h3>\nThis case study reflects the following aims of the Education for Life strategy<\/a>:<\/p>\n\n- Equity<\/strong>: To provide a core, universal offer for all students, including tailored provision where needed, to ensure equity of access, experience and in outcomes for all, regardless of background, identity, nationality, location or mode of study.<\/li>\n
- Fit for the future<\/strong>: To ensure our students are fit for their future, our teaching is fit for the future of our offer, and our colleagues are fit for the future of HE<\/li>\n<\/ul>\n
\nFurther resources<\/span><\/strong><\/h3>\nReflective practice<\/p>\n
Here we used SMART targets and STAR-based reflections to encourage students to think deeply about the personal skills and attributes they wanted to develop during a short work placement, and then whether they had achieved that.\u00a0 This example is framed around a work placement but the structure could be applied to other experiences students have as part of their course.<\/p>\n
\n
Tips for colleagues<\/span><\/strong><\/h3>\nEncourage students to reflect holistically and honestly on their experiences, including the barriers and challenges
\n<\/strong>We found that many students needed significant support to grasp the concepts of goal setting and reflection.\u00a0 Initially, many students wanted to put a positive spin on their experience.\u00a0 However, we encouraged students to be transparent about obstacles and view adjustments to goals as recalibrations rather than failures.\u00a0 It was challenging to get the message across that an honest appraisal of the situation was more valuable than only drawing out the positives.<\/p>\nTutorials scaffolded students in exploring qualitative evidence of achievement, expanding their views of what was evidence of success
\n<\/strong>Many students found it difficult to move away from description into analysis and critical thinking.\u00a0 As these were biosciences students, many had a view of \u201cevidence\u201d as meaning quantitative evidence so introducing the concept of qualitative evidence of success was unfamiliar to some.\u00a0 We worked on getting these messages across by timetabling tutorials to explore the requirements of the assessment and assessment rubric, showing examples and answering questions from students.<\/p>\nReflection can provide a value assessment option
\n<\/strong>One of the reasons we chose to assess students\u2019 reflection on their placement was because there was no consistency in placement type or output (for example, some students produced a tangible output, like a report, but others did not). \u00a0Even amongst similar outputs, variation meant it would have been challenging to mark consistently. \u00a0But giving students the opportunity to reflect on their development was consistent and developed a different skill set to the rest of their course, and one that had transferable value.\u00a0 Equally, even if all students are tasked to produce a consistent output, reflection can still be used for assessment as their individual process to that output will be personal to them.<\/p>\nConsider alternative names for reflection<\/strong>
\nColleagues may wish to consider if \u201creflection\u201d is the best name for this type of assessment. For example, one of these could be more accessible: \u201cevidence of learning\u201d, \u201cpersonal learning analysis\u201d, \u201cself-assessment\u201d, \u201ccritical review of practice\u201d.<\/p>\n
\nSkills and attributes<\/span><\/strong><\/h3>\nStudents were able to develop the following attributes:<\/p>\n
\n- \n
\n- Reflective and self-aware<\/a><\/li>\n
- Communication<\/a><\/li>\n
- Collaboration<\/a><\/li>\n
- Leading and influencing<\/a><\/li>\n
- Insight<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
<\/p>\n
\nEducation for Life Strategy<\/span><\/strong><\/h3>\nThis case study reflects the following aims of the Education for Life strategy<\/a>:<\/p>\n\n- Equity<\/strong>: To provide a core, universal offer for all students, including tailored provision where needed, to ensure equity of access, experience and in outcomes for all, regardless of background, identity, nationality, location or mode of study.<\/li>\n
- Fit for the future<\/strong>: To ensure our students are fit for their future, our teaching is fit for the future of our offer, and our colleagues are fit for the future of HE<\/li>\n<\/ul>\n
\nFurther resources<\/span><\/strong><\/h3>\nReflective practice<\/p>\n
\n<\/strong>We found that many students needed significant support to grasp the concepts of goal setting and reflection.\u00a0 Initially, many students wanted to put a positive spin on their experience.\u00a0 However, we encouraged students to be transparent about obstacles and view adjustments to goals as recalibrations rather than failures.\u00a0 It was challenging to get the message across that an honest appraisal of the situation was more valuable than only drawing out the positives.<\/p>\n
Tutorials scaffolded students in exploring qualitative evidence of achievement, expanding their views of what was evidence of success Reflection can provide a value assessment option Consider alternative names for reflection<\/strong> Students were able to develop the following attributes:<\/p>\n <\/p>\n This case study reflects the following aims of the Education for Life strategy<\/a>:<\/p>\n Reflective practice<\/p>\n
\n<\/strong>Many students found it difficult to move away from description into analysis and critical thinking.\u00a0 As these were biosciences students, many had a view of \u201cevidence\u201d as meaning quantitative evidence so introducing the concept of qualitative evidence of success was unfamiliar to some.\u00a0 We worked on getting these messages across by timetabling tutorials to explore the requirements of the assessment and assessment rubric, showing examples and answering questions from students.<\/p>\n
\n<\/strong>One of the reasons we chose to assess students\u2019 reflection on their placement was because there was no consistency in placement type or output (for example, some students produced a tangible output, like a report, but others did not). \u00a0Even amongst similar outputs, variation meant it would have been challenging to mark consistently. \u00a0But giving students the opportunity to reflect on their development was consistent and developed a different skill set to the rest of their course, and one that had transferable value.\u00a0 Equally, even if all students are tasked to produce a consistent output, reflection can still be used for assessment as their individual process to that output will be personal to them.<\/p>\n
\nColleagues may wish to consider if \u201creflection\u201d is the best name for this type of assessment. For example, one of these could be more accessible: \u201cevidence of learning\u201d, \u201cpersonal learning analysis\u201d, \u201cself-assessment\u201d, \u201ccritical review of practice\u201d.<\/p>\n
\nSkills and attributes<\/span><\/strong><\/h3>\n
\n
\n
\nEducation for Life Strategy<\/span><\/strong><\/h3>\n
\n
\nFurther resources<\/span><\/strong><\/h3>\n
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