Designing a Work Integrated Assessment                                                                                                                                                                                        Collaborate Project 
   The concept of a work‐integrated assessment is an assessment where the tasks and conditions are more 
   closely aligned to what you would experience within employment.                                            Multiple Assessment Points                                                              Bringing together staff, students and employers to create
                                                                                                              Move to a more distributed pattern of assessment; consider                           employability focused assessments enhanced by technology
                                                                                                              introducing ‘surprise’ points 
         Module:                                                                                              Assessments are often delivered in the form of one summative 
                                                                                                              assessment, e.g. an exam or essay, at the end of a period of 
         Co-ordinator:                                                                                        formal learning. In employment however, ‘assessment’ or 
                                                                                                              evaluation points tend to occur frequently. In addition, timing is 
                                                                                                              often out of individual control, and consequently it can be 
         Year:                                                                                                necessary to juggle competing tasks at short notice.
                                                                                                              Using multiple assessment points helps to develop reflective 
                                                                                                              thinking, whilst ‘surprise’ points support task prioritisation.
        Peer / Self Review                                                                                                                                                            Time                                 Varied Audiences
        Include peer and/or self review explicitly in the assessment                                                                                                                                                       Aim to set explicit audiences for each assessment point
        process                                                                                                                                                                                                            In higher education the audience for an assessment is
        Typically the review of assessments (i.e. feedback) in formal                                                                                                                                                      implicitly the academic that sets it, who will naturally be already 
        education is only provided by teaching staff. In employment,                                                                                                                                                       aligned in some way with the course and / or module. This 
        however, much of the review process comes in multiple forms,                                                                                                                                                       contrasts with employment, where the audience can be peers, 
        e.g. informal peer feedback from colleagues, formal and                                                                                                                                                            but is more often the client or another external third party, with 
        informal reviews from clients, and self-review of personal                                                                                                                                                         different values, priorities and expectations.
        performance.                                                                                                                                                                                                       Having to think for a different audience on an
        Including peer and/or self review explicitly within an                                                                                                                                                             assessment provokes greater reflective thinking, and requires 
        assessment helps students to develop critical thinking skills, and                            Overview                                                                                                             new types of synthesis.
        encourages articulation and evidencing.                                                        Overview
                                                                                                      This example shows a blank sheet, designed to be used by 
                                                                                                       This example shows a blank sheet, designed to be used by                                                Audience
                                                                                                      collaborative teams of staff, students and employers who have 
                                                                                                       collaborative teams of staff, students and employers who have 
                                                                                                      already expressed a desire to create a work‐integrated 
                                                                                                       already expressed a desire to create a work‐integrated 
                                                                                                      assessment. Six ‘dimensions’ are shown which are the hallmarks 
                                                                                                       assessment. Six ‘dimensions’ are shown which are the hallmarks 
                                                                                                      of o work-integrated assessment. The sheet is a thinking tool to 
                                                                                                       of o work-integrated assessment. The sheet is a thinking tool to 
                                                                                                      help the design team reflect on how a current assessment might 
                                                                                                       help the design team reflect on how a current assessment might 
                                                                                                      be marked on the six dimensions of the radar chart, and what 
                                                                                                       be marked on the six dimensions of the radar chart, and what 
                                                                                                      changes might be made to move along these six dimensions.
                                                                                                       changes might be made to move along these six dimensions.
                                                                                                      The model is designed to be used in three stages: (1) An analysis 
                                                                                                       The model is designed to be used in three stages: (1) An analysis 
                                                                                                      stage to understand how the assessments for a module 
                                                                                                       stage to understand how the assessments for a module 
                                                                                                      currently map to the dimensions, followed immediately by; (2) A 
                                                                                                       currently map to the dimensions, followed immediately by; (2) A 
                                                                                                      design stage where changes to the assessments are proposed                                               Problem / Data
                                                                                                       design stage where changes to the assessments are proposed 
                                                                                                      that will create movement along the dimensions, followed much 
                                                                                                       that will create movement along the dimensions, followed much 
                                                                                                      later by; (3) An evaluation stage after the assessments have run 
                                                                                                       later by; (3) An evaluation stage after the assessments have run 
                                                                                                      to assess the impact of designed changes.
                                                                                                       to assess the impact of designed changes.
          Light Structure                                                                                                                                                                                                  ‘Real World’ Problem / Data
          Lightly structure the overall assessment; reward student                                                                                                                                                         Set an overall real world problem, supported by real
          approaches                                                                                                                                                                                                       world data
          Most thinking on assessment suggests that there should be                                                                                                                                                        Purely academic learning might require a theoretical problem in 
          explicit guidance to students concerning how and where marks                                                                                                                                                     order to test a theoretical understanding. In
          are attained. However in employment part of the challenge for                                                                                                                                                    employment though problems tend to be very real, and the 
          the individual and/or team is the structuring of the work that                   Review                                                                                     Collaboration                        data that you need to work with rarely comes in coherent, 
          needs to be completed. Tasks need to be identified, processes                                                                                                                                                    standardised forms. It is usually in 'messier' formats that need 
          decided, and priorities allocated.                                                                                                                                                                               to be interpreted to be of use.
          Using a light structure approach encourages students to plan                                                                                                                                                     Using a real world problem and real world data helps to develop 
          tasks and goals in order to solve a bigger problem,                                                                          Structure                                                                           skills in analysis, interpretation and evaluation.
          strengthening their project management and prioritisation                                              Collaborative Working
          skills.                                                                                                Create teams of students from the outset, encourage 
                                                                                                                 collaboration
                                                                                                                 Many forms of assessment require working alone, yet 
                                                                                                                 employment invariably requires some form of collaboration and 
                                                                                                                 team work, and often with unknown and perhaps even 
                                                                                                                 challenging individuals.
                                                                                                                 Encouraging students to work collaboratively and in teams 
                                                                                                                 improves their ability to negotiate and discuss, and develops               For more information contact Richard Osborne (r.m.osborne@exeter.ac.uk)
                                                                                                                 their understanding of team roles and role flexibility.                                 Project blog available at http://blogs.exeter.ac.uk/collaborate/
   Designing a Work Integrated Assessment                                                                                                                                                                                        Collaborate Project 
   The concept of a work‐integrated assessment is an assessment where the tasks and conditions are more 
   closely aligned to what you would experience within employment.                                            Multiple Assessment Points                                                              Bringing together staff, students and employers to create
                                                                                                              Move to a more distributed pattern of assessment; consider                           employability focused assessments enhanced by technology
                                                                                                              introducing ‘surprise’ points 
         Module:                                                                                              Assessments are often delivered in the form of one summative 
                             Analysis Stage                                                                   assessment, e.g. an exam or essay, at the end of a period of 
                              Analysis Stage                                                                  formal learning. In employment however, ‘assessment’ or 
                             The analysis stage is an opportunity to think about how the assessments for 
         Co-ordinator:
                              The analysis stage is an opportunity to think about how the assessments for 
                                                                                                              evaluation points tend to occur frequently. In addition, timing is 
                             the module under discussion currently map to the dimensions moofteden ol.u tI to fm inadyiv idual control, and consequently it can be 
                              the module under discussion currently map to the dimensions model. It may 
                                                                                                              necessary to juggle competing tasks at short notice.
         Year:               well be the case that some aspects of the current assessments are already 
                              well be the case that some aspects of the current assessments are already 
                                                                                                              Using multiple assessment points helps to develop reflective 
                             well developed in terms of these dimensions. The purpose of the tool is to 
                              well developed in terms of these dimensions. The purpose of the tool is to 
                                                                                                              thinking, whilst ‘surprise’ points support task prioritisation.
                             help the collaborative team visualise this, and highlight areas which aren’t                                  Time
                              help the collaborative team visualise this, and highlight areas which aren’t 
                             perhaps as well developed as others.
                              perhaps as well developed as others.
        Peer / Self Review                                                                                                                                                                                                 Varied Audiences
                             No explicit attempt has been made to quantify the scales of the axes. Teams 
        Include peer and/or self review explicitly in the assessment                                                                                                                                                       Aim to set explicit audiences for each assessment point
                              No explicit attempt has been made to quantify the scales of the axes. Teams 
        process              are encouraged to use the boundaries implied by the top and bottom of the                                                                                                                     In higher education the audience for an assessment is
                              are encouraged to use the boundaries implied by the top and bottom of the 
        Typically the review of assessments (i.e. feedback) in formal                                                                                                                                                      implicitly the academic that sets it, who will naturally be already 
                             scales, together with their interpretation of the best and worst aspects of 
                              scales, together with their interpretation of the best and worst aspects of 
        education is only provided by teaching staff. In employment,                                                                                                                                                       aligned in some way with the course and / or module. This 
                             their current assessments, as overall guides for rating within the model.
        however, much of the review process comes in multiple forms,                                                                                                                                                       contrasts with employment, where the audience can be peers, 
                              their current assessments, as overall guides for rating within the model.
        e.g. informal peer feedback from colleagues, formal and                                                                                                                                                            but is more often the client or another external third party, with 
        informal reviews from clients, and self-review of personal                                                                                                                                                         different values, priorities and expectations.
        performance.                                                     Review                                                                                                                          Audience Having to think for a different audience on an
        Including peer and/or self review explicitly within an                                                                                                                                                             assessment provokes greater reflective thinking, and requires 
        assessment helps students to develop critical thinking skills, and                                                                                                                                                 new types of synthesis.
        encourages articulation and evidencing.
                                                                     Structure                                                                                                                           Problem / Data
          Light Structure                                                                                                                                                                                                  ‘Real World’ Problem / Data
          Lightly structure the overall assessment; reward student                                                                                                                                                         Set an overall real world problem, supported by real
          approaches                                                                                                                                                                                                       world data
          Most thinking on assessment suggests that there should be                                                                                                                                                        Purely academic learning might require a theoretical problem in 
          explicit guidance to students concerning how and where marks                                                                                                                                                     order to test a theoretical understanding. In
          are attained. However in employment part of the challenge for                                                                                                                                                    employment though problems tend to be very real, and the 
          the individual and/or team is the structuring of the work that                                                                                                                                                   data that you need to work with rarely comes in coherent, 
          needs to be completed. Tasks need to be identified, processes                                                                                                                                                    standardised forms. It is usually in 'messier' formats that need 
          decided, and priorities allocated.                                                                                                                                                                               to be interpreted to be of use.
          Using a light structure approach encourages students to plan                                                                                                                                                     Using a real world problem and real world data helps to develop 
          tasks and goals in order to solve a bigger problem,                                                                       Collaboration                                                                          skills in analysis, interpretation and evaluation.
          strengthening their project management and prioritisation                                              Collaborative Working
          skills.                                                                                                Create teams of students from the outset, encourage 
                                                                                                                 collaboration
                                                                                                                 Many forms of assessment require working alone, yet 
                                                                                                                 employment invariably requires some form of collaboration and 
                                                                                                                 team work, and often with unknown and perhaps even 
                                                                                                                 challenging individuals.
                                              Evaluation                                                         Encouraging students to work collaboratively and in teams 
                                                                                                                 improves their ability to negotiate and discuss, and develops               For more information contact Richard Osborne (r.m.osborne@exeter.ac.uk)
                                                                                                                 their understanding of team roles and role flexibility.                                 Project blog available at http://blogs.exeter.ac.uk/collaborate/
   Designing a Work Integrated Assessment                                                                                                                                                                                        Collaborate Project 
   The concept of a work‐integrated assessment is an assessment where the tasks and conditions are more 
   closely aligned to what you would experience within employment.                                            Multiple Assessment Points                   Design Stage                               Bringing together staff, students and employers to create
                                                                                                                                                            Design Stage
                                                                                                              Move to a more distributed pattern of assessment; consider                           employability focused assessments enhanced by technology
                                                                                                                                                           The design stage is where changes to the assessments are proposed that 
                                                                                                              introducing ‘surprise’ points                 The design stage is where changes to the assessments are proposed that 
                                                                                                                                                           will create movement along the axes. The adding (or potentially 
                                                                                                              Assessments are often delivered in the form of one summative 
         Module:                                                                                                                                            will create movement along the axes. The adding (or potentially 
                                                                                                              assessment, e.g. an exam or essay, at the end of a period of 
                                                                                                                                                           removing) of components is discussed that will help to create 
                                                                                                                                                            removing) of components is discussed that will help to create 
                                                                                                              formal learning. In employment however, ‘assessment’ or 
                                                                                                                                                           movement along the axes as appropriate.
         Co-ordinator:                                                                                                                                      movement along the axes as appropriate.
                                                                                                              evaluation points tend to occur frequently. In addition, timing is 
                                                                                                              often out of individual control, and consequently it can be 
                                                                                                              necessary to juggle competing tasks at short notice.
                                                                                                                                                           Technology “Top Trumps” have been designed to be used in conjunction 
         Year:                                                                                                                                              Technology “Top Trumps” have been designed to be used in conjunction 
                                                                                                              Using multiple assessment points helps to develop reflective 
                                                                                                                                                           with this model, which suggest digital technologies that could support 
                                                                                                                                                            with this model, which suggest digital technologies that could support 
                                                                                                              thinking, whilst ‘surprise’ points support task prioritisation.
                                                                                                                                           Time            the proposed changes. Examples might be a wiki to o support the 
                                                                                                                                                            the proposed changes. Examples might be a wiki to o support the 
                                                                                                                                                           Collaboration dimension, a project management tool to support the 
                                                                                                                                                            Collaboration dimension, a project management tool to support the 
                                                                                                                                                           Structure dimension, or perhaps a blog to support the Time dimension.
                                                                                                                                                            Structure dimension, or perhaps a blog to support the Time dimension.
        Peer / Self Review                                                                                                                                                                                                 Varied Audiences
        Include peer and/or self review explicitly in the assessment                                                                                                                                                       Aim to set explicit audiences for each assessment point
        process                                                                                                                                                                                                            In higher education the audience for an assessment is
        Typically the review of assessments (i.e. feedback) in formal                                                                                                                                                      implicitly the academic that sets it, who will naturally be already 
        education is only provided by teaching staff. In employment,                                                                                                                                                       aligned in some way with the course and / or module. This 
        however, much of the review process comes in multiple forms,                                                                                                                                                       contrasts with employment, where the audience can be peers, 
        e.g. informal peer feedback from colleagues, formal and                                                                                                                                                            but is more often the client or another external third party, with 
        informal reviews from clients, and self-review of personal                                                                                                                                                         different values, priorities and expectations.
        performance.                                                     Review                                                                                                                          Audience Having to think for a different audience on an
        Including peer and/or self review explicitly within an                                                                                                                                                             assessment provokes greater reflective thinking, and requires 
        assessment helps students to develop critical thinking skills, and                                                                                                                                                 new types of synthesis.
        encourages articulation and evidencing.
                                                                     Structure                                                                                                                           Problem / Data
          Light Structure                                                                                                                                                                                                  ‘Real World’ Problem / Data
          Lightly structure the overall assessment; reward student                                                                                                                                                         Set an overall real world problem, supported by real
          approaches                                                                                                                                                                                                       world data
          Most thinking on assessment suggests that there should be                                                                                                                                                        Purely academic learning might require a theoretical problem in 
          explicit guidance to students concerning how and where marks                                                                                                                                                     order to test a theoretical understanding. In
          are attained. However in employment part of the challenge for                                                                                                                                                    employment though problems tend to be very real, and the 
          the individual and/or team is the structuring of the work that                                                                                                                                                   data that you need to work with rarely comes in coherent, 
          needs to be completed. Tasks need to be identified, processes                                                                                                                                                    standardised forms. It is usually in 'messier' formats that need 
          decided, and priorities allocated.                                                                                                                                                                               to be interpreted to be of use.
          Using a light structure approach encourages students to plan                                                                                                                                                     Using a real world problem and real world data helps to develop 
          tasks and goals in order to solve a bigger problem,                                                                       Collaboration                                                                          skills in analysis, interpretation and evaluation.
          strengthening their project management and prioritisation                                              Collaborative Working
          skills.                                                                                                Create teams of students from the outset, encourage 
                                                                                                                 collaboration
                                                                                                                 Many forms of assessment require working alone, yet 
                                                                                                                 employment invariably requires some form of collaboration and 
                                                                                                                 team work, and often with unknown and perhaps even 
                                                                                                                 challenging individuals.
                           Analysis                             Evaluation                                       Encouraging students to work collaboratively and in teams 
                                                                                                                 improves their ability to negotiate and discuss, and develops               For more information contact Richard Osborne (r.m.osborne@exeter.ac.uk)
                                                                                                                 their understanding of team roles and role flexibility.                                 Project blog available at http://blogs.exeter.ac.uk/collaborate/
   Designing a Work Integrated Assessment                                                                                                                                                                                         Collaborate Project 
   The concept of a work‐integrated assessment is an assessment where the tasks and conditions are more 
   closely aligned to what you would experience within employment..                                            Multiple Assessment Points                                                              Bringing together staff, students and employers to create
                                                                                                               Move to a more distributed pattern of assessment; consider                           employability focused assessments enhanced by technology
                                                                                                               introducing ‘surprise’ points 
         Module:                                                                                               Assessments are often delivered in the form of one summative 
                                                                                                               assessment, e.g. an exam or essay, at the end of a period of 
         Co-ordinator:                                                                                         formal learning. In employment however, ‘assessment’ or 
                                                                                                               evaluation points tend to occur frequently. In addition, timing is 
                                                                                                               often out of individual control, and consequently it can be 
         Year:                                                                                                 necessary to juggle competing tasks at short notice.
                                                                                                               Using multiple assessment points helps to develop reflective 
                                                                                                               thinking, whilst ‘surprise’ points support task prioritisation.
                                                                                                                                           Time
        Peer / Self Review                                                                                                                                                                                                 Varied Audiences
        Include peer and/or self review explicitly in the assessment                                                                                                                                                       Aim to set explicit audiences for each assessment point
        process                                                                                                                                                                                                            In higher education the audience for an assessment is
        Typically the review of assessments (i.e. feedback) in formal                                                                                                                                                      implicitly the academic that sets it, who will naturally be already 
        Evaluation Stage
         Evaluation Stage
        education is only provided by teaching staff. In employment,                                                                                                                                                       aligned in some way with the course and / or module. This 
        The final stage using the dimensions model is 
        however, much of the review process comes in multiple forms,                                                                                                                                                       contrasts with employment, where the audience can be peers, 
         The final stage using the dimensions model is 
        e.g. informal peer feedback from colleagues, formal and                                                                                                                                                            but is more often the client or another external third party, with 
        an evaluation stage after the assessments have 
         an evaluation stage after the assessments have 
        informal reviews from clients, and self-review of personal                                                                                                                                                         different values, priorities and expectations.
        run, which will evaluate the overall impact of 
         run, which will evaluate the overall impact of 
        performance.                                                                                                                                                                                                       Having to think for a different audience on an
        the designed changes.                                            Review                                                                                                                           Audience
        Including peer and/or self review explicitly within an                                                                                                                                                             assessment provokes greater reflective thinking, and requires 
         the designed changes.
        assessment helps students to develop critical thinking skills, and                                                                                                                                                 new types of synthesis.
        encourages articulation and evidencing.
        A separate evaluation tool has been designed 
         A separate evaluation tool has been designed 
        for use with the model, which creates a third 
         for use with the model, which creates a third 
        polygon to illustrate visually how those 
         polygon to illustrate visually how those 
        involved with the assessment think they have 
         involved with the assessment think they have 
        developed in terms of the six dimensions. The 
         developed in terms of the six dimensions. The 
        dimensions themselves are not directly 
         dimensions themselves are not directly 
        referenced, instead 48 skill cards are rated by 
         referenced, instead 48 skill cards are rated by 
        participants on a 7-stage Likert type scale. The 
         participants on a 7-stage Likert type scale. The 
        cards are pre-coded with one of the six 
         cards are pre-coded with one of the six 
        dimensions, and hence a score for each 
         dimensions, and hence a score for each 
        dimension can be extracted from the data by 
         dimension can be extracted from the data by 
        the evaluators, and applied to the model.
         the evaluators, and applied to the model.
                                                                     Structure                                                                                                                            Problem / Data
          Light Structure                                                                                                                                                                                                   ‘Real World’ Problem / Data
          Lightly structure the overall assessment; reward student                                                                                                                                                          Set an overall real world problem, supported by real
          approaches                                                                                                                                                                                                        world data
          Most thinking on assessment suggests that there should be                                                                                                                                                         Purely academic learning might require a theoretical problem in 
          explicit guidance to students concerning how and where marks                                                                                                                                                      order to test a theoretical understanding. In
          are attained. However in employment part of the challenge for                                                                                                                                                     employment though problems tend to be very real, and the 
          the individual and/or team is the structuring of the work that                                                                                                                                                    data that you need to work with rarely comes in coherent, 
          needs to be completed. Tasks need to be identified, processes                                                                                                                                                     standardised forms. It is usually in 'messier' formats that need 
          decided, and priorities allocated.                                                                                                                                                                                to be interpreted to be of use.
          Using a light structure approach encourages students to plan                                                                                                                                                      Using a real world problem and real world data helps to develop 
          tasks and goals in order to solve a bigger problem,                                                                       Collaboration                                                                           skills in analysis, interpretation and evaluation.
          strengthening their project management and prioritisation                                              Collaborative Working
          skills.                                                                                                Create teams of students from the outset, encourage 
                                                                                                                 collaboration
                                                                                                                 Many forms of assessment require working alone, yet 
                                                                                                                 employment invariably requires some form of collaboration and 
                                                                                                                 team work, and often with unknown and perhaps even 
                                                                                                                 challenging individuals.
                            Analysis                                  Design                                     Encouraging students to work collaboratively and in teams 
                                                                                                                 improves their ability to negotiate and discuss, and develops               For more information contact Richard Osborne (r.m.osborne@exeter.ac.uk)
                                                                                                                 their understanding of team roles and role flexibility.                                  Project blog available at http://blogs.exeter.ac.uk/collaborate/