Improving assessment for work-based learning and degree apprenticeships in business: case study of student-led peer review

Houldsworth, E., Kilmister, M. ORCID: https://orcid.org/0000-0001-8988-8437 and Brigue, R. (2024) Improving assessment for work-based learning and degree apprenticeships in business: case study of student-led peer review. International Journal for Students as Partners, 8 (2). pp. 199-209. ISSN 2560-7367 doi: 10.15173/ijsap.v8i2.5698

Abstract/Summary

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.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/116736
Identification Number/DOI	10.15173/ijsap.v8i2.5698
Refereed	Yes
Divisions	Central Services > Academic and Governance Services > Centre for Quality Support and Development (CQSD) Henley Business School > Leadership, Organisations, Behaviour and Reputation
Publisher	McMaster University Library Press
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