Poster 9:

Making Assessment Meaningful: Feedback, Relevance and Real-world impact

Gule Saman, Mohammad Adnan Ilyas, Hebatallah Shoukry, Juan Casanova, Hanaa Gatta and Joy Perkins, Heriot-Watt University, Scotland

Graduate Apprenticeships (GAs) offer an innovative model of work-integrated learning, where apprentices are employed full-time throughout their degree. As approximately 80% of their academic assessment is based on work-based activities, identifying suitable assessment topics can be a significant challenge. Many GAs experience uncertainty when trying to align workplace projects with academic requirements. This study presents findings from a survey of current students and alumni, focusing on ways to improve the assessment process and support GAs in identifying appropriate assessment topics. The aim is to enhance alignment with Heriot-Watt University’s teaching and learning strategy, foster inclusive and personalised assessment practices, and reflect the principles of the Global Changemaker Curriculum Framework. The approach seeks to address recurring challenges such as student engagement, academic performance, time management, and retention.