The Patchwork Text: enabling discursive writing and reflective practice on a foundation module in work-based learning

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dc.contributor.author Dalrymple, Roger
dc.contributor.author Smith, Patrick
dc.date.accessioned 2012-05-03T11:11:36Z
dc.date.available 2012-05-03T11:11:36Z
dc.date.issued 2012-05-03
dc.identifier.uri http://hdl.handle.net/123456789/245
dc.description.abstract Innovations in Education and Teaching International, 45:1, 47- 54 To link to this article: DOI: 10.1080/ URL: http://dx.doi.org/10.1080/14703290701757443 The Patchwork Text has emerged as one of the most influential assessment innovations in Higher Education in recent years. As an assessment strategy with the potential to engage a wide range of learners, the patchwork has enjoyed a rising profile in the range of teaching, learning and assessment methods developed in the context of the widening participation agenda. The present article reports on the use of the patchwork on a foundation degree programme in workbased education, delivered for professionals with a role in instruction or training but with no formal teaching qualification. The study explores the student experience of working with the Patchwork Text by drawing upon exit interviews, questionnaire responses and sample ‘patches’ from a group of 19 students training for a teaching qualification. Key themes in the student experience of patchwork are identified and recommendations are offered regarding the use of this assessment form with diverse cohorts of students in the expanding Higher Education sector. en_US
dc.subject Patchwork text en_US
dc.subject Reflective practice en_US
dc.subject Assessment innovation en_US
dc.subject Learning styles en_US
dc.subject Assessment en_US
dc.subject Work based learning en_US
dc.subject Discursive writing en_US
dc.title The Patchwork Text: enabling discursive writing and reflective practice on a foundation module in work-based learning en_US
dc.type Article en_US

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