Like student, like assessment

Something to start with
Agree on regular meetings with the learner.
Utilise self-assessment as the basis for discussion.
Discuss what the student has done and learnt at the workplace and where he/she has developed.
Also make a plan about how to carry out the agreed objectives and implement them in practice.

Assessing a beginner – workplace tutor in the role of advisor

Everyone is a novice when beginning in a new field, workplace or work task – regardless of age. In the assessment of a beginner, the building of the foundation for professional skills is ensured. The key question is, “Why are things done the way they are done at the workplace?” Merely doing is not sufficient; understanding is required as the basis for competence.

Encourage the student to assess him/herself and compare the development of his/her skills at different points along the way. Compare it with the professional skills requirements. Constructive, encouraging feedback is important. Self-assessment skills are learnt by performing self-assessment and receiving feedback. Both now and in the future, everybody will need self-assessment skills in the development of their own work.

Assessing a young person – workplace tutor in the role of advisor and educator

Young people are in the process of becoming adults and professionals, and the rules of working life may not have been learnt yet. The short experience of working life and the assessment of one’s own skills and competence level may be different from how the workplace tutor and the work community see them.

Providing realistic, constructive and encouraging feedback is important for the development of the skills of a young person in order to keep the direction of learning and the development of competence on course.

Assessing an immigrant – the workplace tutor as a conveyor of culture

In the assessment of people from different linguistic and cultural backgrounds, ensuring understanding and learning the rules of Finnish working life and professional language are emphasised. Finnish professional skills and the assessment of the development of these skills develop alongside language learning.

Assessing a developing student – workplace tutor in the role of trainer

When the student’s skills develop and he/she becomes a professional, the role of the workplace tutor as an assessor changes. The assessment of abilities and the strengthening of self-assessment by the student are now emphasised. Moving out of the comfort zone to more challenging tasks is not always easy. When are the abilities and skills of a student at a sufficient level to move to challenging and more responsible tasks?

When the student is at the stage where you can give him/her more responsibilities, your role becomes that of an equal trainer. In other words, you should give the student room to realise things him/herself. There will be less advising and guidance when you put the ball in his/her court by asking, “How would you do this yourself?” Give constructive and encouraging feedback in order to move to the next step. When the student gains confidence, he/she will manage in more and more challenging situations.

Assessing a professional – workplace tutor in the role of mentor

The development of oneself and one’s work never takes place in a vacuum; it takes place in discussions with others. Assessment in mentorship is dialogue and discussion about the targets of assessment. In tutoring sessions, you also help the learner clarify his/her objectives and structure his/her working methods. At the same time, the professional assesses him/herself.

You might not meet your student daily or even weekly. The assessment data is therefore not based on what you see. This means that collecting assessment data is an important part of the tasks of the instructor. You can get information from development tasks, portfolios, plans and experiments, for example.

The requirements of vocational qualifications often include a development task or development project that concerns the whole work community or company. Assessment is often directed at the implementation of development and putting things learnt into practice.

Even with a professional, you must know the learning objectives. The learning objectives, i.e. the professional skills requirements, can be found in the vocational qualification requirements of each targeted qualification.