ABSTRACT
Increasing use is being made of assessment based on students’ performance in the workplace, whether on placements, as part of work-based learning programmes or during practice elements of courses. Often, a variety of assessors are used, sometimes giving rise to concerns about how consistent assessment practice between the workplace and the institution can be assured. Traditional means of assessment are often unsuitable in contexts where what is important is not easily measured by written accounts. Many courses include a placement period, and the increasing use of accreditation of prior experiential learning in credit accumulation systems means that we need to look at ways of assessing material produced by students in work contexts, rather than just things students write up when back at college after their placements.
