In this project, an understanding of student learning, what facilitates and what can inhibit it, provided the foundation of a method for evaluation of placement learning opportunities that is largely student-centred, evidence-based and theoretically informed.  Guidelines for evaluation were drawn up in collaboration with the University’s Placement Managers.  These incorporate good practice currently in use within the University, along with good practice identified externally, and tools for evaluation derived from socio-cultural and activity theories of learning.  The guidelines, frameworks and models were introduced at workshops that focused on (1) understanding student learning and (2) in-depth analysis of those few placements that may be problematic.  Both the documentation and the workshops were well received by the majority of placement staff who attended.  Workshop opportunities to focus on and to discuss placement learning were also seen as valuable.  An internal version of the guidelines will sit alongside the University’s Quality Assurance document for work placements from 2012/13.

Note: ‘evaluation’ of placement learning opportunities (in terms of their potential to facilitate student learning) was the focus of this project and not ‘assessment’ of students’ placement learning outcomes.