1. Initial Designed Feedback
Dimensions of a Work Integrated Assessment
Multiple Assessment Points
Move to a more distributed pattern of assessment;
consider introducing ‘surprise’ points
Assessments are often delivered in the form of one
summative assessment, e.g. an exam, at the end of
learning. In employment however, ‘assessment’ 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.
Peer Feedback / Review Time Varied Audiences
Include peer review and/or assessment as part of the Aim to set audiences explicitly for each assessment point
overall process In higher education the audience for an assessment is
In employment much of the review process comes in the implicitly the academic that sets it. This contrasts with
form of informal peer feedback. Including this formally employment, where the audience for work done is more
as peer review and/or peer assessment allows students usually a client. Focusing on different audiences for an
to practice this skill, and in addition helps students to assessment provokes reflection over content, and
develop critical thinking skills. requires new types of synthesis.
Peer Review Audience
Structure Problem / Data
Light Structure Real World Problem / Data
Lightly structure the overall assessment; reward student Purely academic learning might require a theoretical
approaches problem in order to test a theoretical understanding. In
Current thinking on assessment practice advises that employment though problems tend to be very real.
assessments should be well structured, with clear The individual pieces of data that you need to work with
guidance to students. However in employment part of in employment rarely come in coherent, standard forms.
the challenge of a task is to create the process(es) They are usually in 'messier' formats that need to be
necessary to achieve it. Using a light structure approach interpreted to be of use.
encourages students to set their own shorter term tasks Set a real world problem, supported by real world data
and goals in order to solve a bigger problem Collaboration
Collaborative Working
Create teams of students from the outset
Many forms of assessment require working alone, yet
employment tasks invariably require some form of
collaboration, and often with unknown individuals.
Encouraging students to work with in teams with peers
helps build their collaborative skills.

2. Initial Designed Feedback
Dimensions of a Work Integrated Assessment
Multiple Assessment Points
Move to a more distributed pattern of assessment;
consider introducing ‘surprise’ points
Assessments are often delivered in the form of one
summative assessment, e.g. an exam, at the end of
learning. In employment however, ‘assessment’ 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.
Peer Feedback / Review Time Varied Audiences
Include peer review and/or assessment as part of the Aim to set audiences explicitly for each assessment point
overall process In higher education the audience for an assessment is
In employment much of the review process comes in the implicitly the academic that sets it. This contrasts with
form of informal peer feedback. Including this formally employment, where the audience for work done is more
as peer review and/or peer assessment allows students usually a client. Focusing on different audiences for an
to practice this skill, and in addition helps students to assessment provokes reflection over content, and
develop critical thinking skills. requires new types of synthesis.
Peer Review Audience
Structure Problem / Data
Light Structure Real World Problem / Data
Lightly structure the overall assessment; reward student Purely academic learning might require a theoretical
approaches problem in order to test a theoretical understanding. In
Current thinking on assessment practice advises that employment though problems tend to be very real.
assessments should be well structured, with clear The individual pieces of data that you need to work with
guidance to students. However in employment part of in employment rarely come in coherent, standard forms.
the challenge of a task is to create the process(es) They are usually in 'messier' formats that need to be
necessary to achieve it. Using a light structure approach interpreted to be of use.
encourages students to set their own shorter term tasks Set a real world problem, supported by real world data
and goals in order to solve a bigger problem Collaboration
Collaborative Working
Create teams of students from the outset
Many forms of assessment require working alone, yet
employment tasks invariably require some form of
collaboration, and often with unknown individuals.
Encouraging students to work with in teams with peers
helps build their collaborative skills.

3. Initial Designed Feedback
Dimensions of a Work Integrated Assessment
Multiple Assessment Points
Move to a more distributed pattern of assessment;
consider introducing ‘surprise’ points
Assessments are often delivered in the form of one
summative assessment, e.g. an exam, at the end of
learning. In employment however, ‘assessment’ 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.
Peer Feedback / Review Time Varied Audiences
Include peer review and/or assessment as part of the Aim to set audiences explicitly for each assessment point
overall process In higher education the audience for an assessment is
In employment much of the review process comes in the implicitly the academic that sets it. This contrasts with
form of informal peer feedback. Including this formally employment, where the audience for work done is more
as peer review and/or peer assessment allows students usually a client. Focusing on different audiences for an
to practice this skill, and in addition helps students to assessment provokes reflection over content, and
develop critical thinking skills. requires new types of synthesis.
Peer Review Audience
Structure Problem / Data
Light Structure Real World Problem / Data
Lightly structure the overall assessment; reward student Purely academic learning might require a theoretical
approaches problem in order to test a theoretical understanding. In
Current thinking on assessment practice advises that employment though problems tend to be very real.
assessments should be well structured, with clear The individual pieces of data that you need to work with
guidance to students. However in employment part of in employment rarely come in coherent, standard forms.
the challenge of a task is to create the process(es) They are usually in 'messier' formats that need to be
necessary to achieve it. Using a light structure approach interpreted to be of use.
encourages students to set their own shorter term tasks Set a real world problem, supported by real world data
and goals in order to solve a bigger problem Collaboration
Collaborative Working
Create teams of students from the outset
Many forms of assessment require working alone, yet
employment tasks invariably require some form of
collaboration, and often with unknown individuals.
Encouraging students to work with in teams with peers
helps build their collaborative skills.

4. Initial Designed Feedback
Dimensions of a Work Integrated Assessment
Multiple Assessment Points
Move to a more distributed pattern of assessment;
consider introducing ‘surprise’ points
Assessments are often delivered in the form of one
summative assessment, e.g. an exam, at the end of
learning. In employment however, ‘assessment’ 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.
Peer Feedback / Review Time Varied Audiences
Include peer review and/or assessment as part of the Aim to set audiences explicitly for each assessment point
overall process In higher education the audience for an assessment is
In employment much of the review process comes in the implicitly the academic that sets it. This contrasts with
form of informal peer feedback. Including this formally employment, where the audience for work done is more
as peer review and/or peer assessment allows students usually a client. Focusing on different audiences for an
to practice this skill, and in addition helps students to assessment provokes reflection over content, and
develop critical thinking skills. requires new types of synthesis.
Peer Review Audience
Structure Problem / Data
Light Structure Real World Problem / Data
Lightly structure the overall assessment; reward student Purely academic learning might require a theoretical
approaches problem in order to test a theoretical understanding. In
Current thinking on assessment practice advises that employment though problems tend to be very real.
assessments should be well structured, with clear The individual pieces of data that you need to work with
guidance to students. However in employment part of in employment rarely come in coherent, standard forms.
the challenge of a task is to create the process(es) They are usually in 'messier' formats that need to be
necessary to achieve it. Using a light structure approach interpreted to be of use.
encourages students to set their own shorter term tasks Set a real world problem, supported by real world data
and goals in order to solve a bigger problem Collaboration
Collaborative Working
Create teams of students from the outset
Many forms of assessment require working alone, yet
employment tasks invariably require some form of
collaboration, and often with unknown individuals.
Encouraging students to work with in teams with peers
helps build their collaborative skills.