Improving assessment for work-based learning and degree apprenticeships in business through a co-designed peer review process
DOI :
https://doi.org/10.15173/ijsap.v8i2.5698Mots-clés :
apprenticeships, peer review, co-design, business, management, work-based learning, staff-student partnershipRésumé
Involving students in peer review has substantial benefits for students’ learning and development and, more pragmatically, for staff workload. This paper reports on a student-led effort to co-design a peer review formative assessment task. The assessment is part of a personal development module within a higher education degree apprenticeship programme delivered via blended mode by a business school in South-East England. This case study on student-staff partnership offers a description of the process and a reflection on the impacts from both the student and staff perspective. It suggests that student co-design and peer review activities complement work-based learning, effectively bringing the prior experiences and academic skills of mature/professional students into the classroom.
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(c) Tous droits réservés Elizabeth Houldsworth, Michael Kilmister, Rekha Brigue 2024
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