Building a scaffold: assessing experiential learning using open negotiated module templates

At the Institute for Work Based Learning most undergraduate and postgraduate students start
their programme with an accreditation claim and then negotiate the rest of their programme.
Descriptors to guide academic level were in use, but credit volume was determined by academic
experience and discretion; the ‘academic alchemy’ of assessment. Negotiated project
modules were subsequently devised to aid transparent assessment of experiential learning. This
session discussed the implications for staff and claimants.