RAPPORT
WWW.RECORDINGACHIEVEMENT.AC.UK
Issue 1 (2017)
Model
Components
Career
development
learning
Experience
(work and life)
Generic skills
Possible course response
Find ways for students to become more
self-aware, identify things they enjoy
doing and motivate them.
Self-promotional, three-
minute video.
Explore how such awareness opens
career possibilities Mock job interviews or
assessment centre
experience
Guide students in terms of work and
wider-life experiences Business consultancy
project with real-life client
Encourage initiatives like work placement Assessed placement
activity (such as
presentation)
Create an audit of these skills as they
apply to students on the course Create and share an e-
portfolio
Develop an explicit strategy to enhance
these skills over the length of the course Additional graduate
awards and framework-
focused awards (such as
HEAR, Lancaster Award
and Graduate+)
Ensure skills are also embedded across
the range of modules
Degree subject
knowledge, skills
and
understanding
Possible assessment
Require students to evidence their
development of these skills Additional Professional
Qualifications (Microsoft
Office Specialist)
recognised by institution
Find ways for assessment to do more
than just give a mark Produce and present a
poster
Allow students to evidence their subject
knowledge and understanding with
outcomes and artefacts that can be
shown to others Track the performance of
an actual company and
produce a report
Create a digital story
uploaded to a social
network site
Emotional
intelligence
Recognise the importance of emotional
intelligence and articulate this for the
course
Peer assessment
Create own assessment
criteria
Develop policies to enhance emotional
intelligence
Table 2 : Assessment for components of the
CareerEDGE model
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