Workplaces are different – also in terms of how the assessment of a student’s learning should be implemented. Assessment practices vary depending on whether the student and the workplace tutor work together on a daily basis, meet during certain shifts or meet once a week. Scheduling assessment and calendar reservations make tutoring and assessment easier.
- Observe the daily work of the student.
- Discuss your observations with the student.
- Encourage the student to assess his/her own work activities.
- Give feedback and encourage.
When assessment is continuous, the student receives sufficient feedback on his/her development at work. Feedback guides and motivates the student to develop. Ask for feedback on your tutoring work as well.
Reserve time dedicated to discussions. Arrange regular tutoring sessions with your student. These sessions are intended to guide the student to assess his/her progress and tell about his/her experiences. At the same time, you encourage and guide the student to proceed in the right direction. Exchange information on tutoring sessions with the teacher.
If you do not work with the student in the same shifts, you should plan assessment times in advance.
If you do not work with the student daily
- Agree on regular meetings with the student.
- Utilise student’s self-assessment as the basis for discussion. You can also collect assessment data from other members of the work community, from supervisors and from customers. Additionally, you can ask the student to bring other feedback from learning tasks, portfolios or other workplaces.
- Discuss what the student has done and learnt at the workplace and in which areas he/she has developed. Also agree on how to proceed after the assessment period.
Even if you do not meet daily, regular assessment ensures that the student receives feedback on his/her development along the way – not just in the end. Feedback guides and motivates the student to develop in the right direction.
Assessment in the work community
If you have shared tutoring between several workplace tutors, the designated workplace tutor collects the assessment data from the other workplace tutors.
Discussions related to assessment can also be participated in by other members of the work community who are involved in tutoring the student.
- When the work community takes part in tutoring and assessment, learning is divided into parts and becomes visible to all.
- Assessment allows you to identify the student’s learning and development of competence and its benefits to the operations of the workplace.
- You can make sure that the work community knows what is happening with the student.
There are often several students receiving tutoring at workplaces. In assessment and tutoring, a peer group can be utilised. The peer group can compare and discuss the things they have learned.
- Agree on regular meetings with the learners.
- Utilise each learner’s self-assessment as the basis for discussion.
- Discuss and compare what the students have done and learnt at the workplace and how their skills have developed. Make a plan about how to carry out the agreed objectives and implement them in practice.
Think about what kinds of assessment and tutoring practices suit the operation and daily work of your workplace.