Colleagues,
The University of Brighton is to consider best practice in the credit rating
and assessment of placements of all sorts (teacher training; clinical
practice; business placement; year abroad for language students). The
purpose is to attempt to develop a clear and coherent policy on the approach
to be taken to these types of learning activity, in particular where
outcomes may not always be clearly defined.
I should be grateful if any colleagues with experience in this area were
able to answer the questions below (I am aware that there will be some which
have more than one answer, depending on course!). I should be happy to
distribute my findings to the list in due course.
Thanks in advance
Jon
______________________________
Jon Renyard
Regulations Officer
University of Brighton
email: [log in to unmask]
tel: (+44) (0)1273 643907
1) Do you assess formally work carried out as part of a placement or similar
activity?
2) If YES, how is this done? (eg through casework notes? an essay or case
study? observation?)
3) If YES, is it marked pass/fail, or given a grade?
4) Is this period of study credit-rated?
5) If NO, how does it fit into the overall programme requirements - how many
additional hours does it represent?
6) If YES, at what level is it rated?
7) If YES, does this result in students achieving more than the standard 360
credits for an honours degree? (and if so, how is this resolved - do
students drop their worst marks, and are they allowed to drop the placement
mark?)
8) Do you have courses which offer both sandwich and non-sandwich routes?
9) Are students advised which route would be best for them?
10) Do the learning outcomes of the University-based award remain the same
for both versions of the programme? If so, what is the benefit of the
placement?
Cheers
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