Mentor and Apprentice Perspectives on Assessment Practices in Graduate Apprenticeships

Abstract

In this case study, the findings from an assessment and feedback evaluation study within the School of Engineering and Physical Sciences at Heriot-Watt University are explored from the perspectives of both apprentices and work-based mentors within Scottish Apprenticeships. These graduate apprenticeship (GA) programmes include Engineering Design and Manufacture, Engineering Instrumentation, Measurement and Control, and Data Science. The evaluation study aimed to identify challenges and opportunities in aligning work-based project learning and assessment with module learning outcomes for these programmes; it was a mixed-methods study, combining 1) qualitative and quantitative data collection through a focus group with apprentices and 2) online surveys with work-based mentors and apprentices. Key study findings highlight the importance of clear assessment instructions, robust assessment rubrics, workplace relevance and timely, objective feedback from academics and work-based mentors. The evaluation study also confirms the importance and central role of work-based mentor involvement in assessment practices, and the importance of working in a strong partnership; it also proposes a series of assessment enhancements and practical-orientated support reflections for individuals involved in apprenticeship programmes. Given the growth in degree level apprenticeships across the United Kingdom, this case study and its practical assessment insights are likely to be of particular interest to apprenticeship providers, curriculum developers and employers invested in this area.