Osataan - Tools in english

Tools in english

The tools of studyfying work can be used as: (1) assessment tools for planning the ways of acquiring competences in a workplace or a project (planning the study process), and (2) assessment tool for assessing the gained competences or for giving feedback. The assessment tools are appropriate for different phases of the study process such as before or after a study course or module or at the end of terms or the entire study program. Thus, they are tools for assessing and guiding the student’s professional growth.

(Form1)  Learning outcomes as work tasks and assessment targets (workplace or project)

The assessment form is meant for planning the student’s study process when s/he is making one or more courses in a workplace (paid labour) or in a workplace-related project. The form can be used as familiarization to the roles or job positions/tasks in the workplace or project. It aims to help the student to transform the learning outcomes into concrete working tasks, i.e., in which job positions and tasks the student is able to get practice in the competences. A shared understanding is negotiated with the student about the learning outcomes and how the expected competences can be seen in actual work. In addition, the assessment criteria are discussed at least for the acceptable level or for each grade (what the student is expected to know, understand and do).
Design of the form: Antonius De Arruda Camara (Laurea-ammattikorkeakoulu), Katri Aaltonen (Haaga-Helia ammatillinen opettajakorkeakoulu)

(Form 2) Competence demonstration and assessment at work

The assessment form is meant for students who make their study courses in a workplace or project. It works as a planning template for the study process as well as an assessment template for the gained competences. For the first time the student fills the form at the beginning of the study process and updates it throughout the working period as the competence demonstrations are completed.

The importance of the professional knowledge base is emphasised when supervising the student, the literature resources are negotiated, and the various ways to demonstrate one’s understanding of professional knowledge base are discussed. The actual artefacts produced in the work tasks make the assessment process easier. Thus, the assessment is related to the actual documents, products and work situations as well as to assessment criteria. If the job positions and tasks do not cover all learning outcomes, additional com-petence demonstrations are negotiated.
Design of the form: Antonius De Arruda Camara (Laurea-ammattikorkeakoulu), Katri Aaltonen (Haaga-Helia ammatillinen opettajakorkeakoulu)

(Form 3) Learning outcomes as work tasks (internship)

The form is meant for familiarizing the student with the workplace and planning the internship. The student finds out what kind of job positions, duties and tasks the employees have. The student plans together with the workplace supervisor the work positions and tasks that make it possible to get practice in the learning outcomes. In addition, the colleague who is able to give peer guidance and feedback is agreed.
Design of the form: Katri Aaltonen (Haaga-Helia ammatillinen opettajakorkeakoulu) and Antonius De Arruda Camara (Laurea-ammattikorkeakoulu).

(Form 4) Work Task Passport

Work task passport is a tool for students who work while studying. The student analyses his/her work and the competences gained in different tasks as well as to prepare her/himself to competence demonstration discussion. The length of work-ing experience as such is not the criteria for completing the study courses; the as-sessment is always based on competence recognition and demonstration. The actual competence demonstration plan is negotiated with the supervising teacher.
Design of the form: Katri Aaltonen (Haaga-Helia ammatillinen opettajakorkeakoulu) ja Antonius De Arruda Camara (Laurea-ammattikorkeakoulu).

(Form 5) Student self-assessment criteriadel form

The assessment criteria for the professional knowledge base, practical skills and generic competences are described. The criteria are meant for large study mod-ules or to be used in projects or learning at work, when the assessment covers several study courses. The student relates the self-assessment to actual working situations and the arte-facts designed for competence demonstration, and argues the self-assessment on the basis of the criteria. The student illustrates how the level of competence can be seen in the working tasks by giving examples.
Design of the form: Antonius De Arruda Camara (Laurea-ammattikorkeakoulu), Katri Aaltonen (Haaga-Helia Ammatillinen opettajakorkeakoulu)

(Form 6) Student self assessment Generic competences
The generic competences for the polytechnic Bachelor degree are described in the form (NQF level 6, Arene 2010). The student makes the self-assessment after large study modules or at the end of the academic years.
Design of the form: Katri Aaltonen (Haaga-Helia Ammatillinen opettajakorkeakoulu)

(Form 7) Assessment of the student´s professional development

The qualifications for the polytechnic Bachelor degree are described in the form (NQF level 6, Arene 2010). The student makes the self-assessment at the end of the academic years or education program.
Design of the form: Katri Aaltonen (Haaga-Helia Ammatillinen opettajakorkeakoulu)

(Form 8) Peer assessment during the internship

The form is meant for peer assessment during a workplace internship. It is used e.g. in the middle of the internship when the student has become trained to some extend in his/her work task and is able to identify the gained competences. The peer assessment aims to give the student feedback on assessment targets of his/her own choice from a person (peer student or colleague) who works at the same kinds of tasks.
Design of the form: Katri Aaltonen (Haaga-Helia Ammatillinen opettajakorkeakoulu)

(Form 9) Informal peer assessment at work

The form is meant for peer assessment at a workplace. It is used e.g. in situa-tions when the colleague is studying while working and aims to get a recognition of his/her competences in the study program.
Design of the form: Katri Aaltonen (Haaga-Helia Ammatillinen opettajakorkeakoulu)

(Form 10) Manager feedback at work

The form is meant for manager feedback at a workplace. It is used e.g. in situa-tions when the employee is studying while working and aims to get a recognition of his/her competences in the study program.
Design of the form: Katri Aaltonen (Haaga-Helia Ammatillinen opettajakorkeakoulu)


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