Kleiber 12 x 10 cm Self Adhesive Reflective Patch

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each small section being assessed formatively by self-assessment, peer assessment or tutor assessment with the final reflective analysis accounting for 100% of the summative assessment The potential for diversity and inclusivity in the patchwork assessment depends largely on the component parts of the patchwork. Offering students choices about the modality of the individual components could potentially facilitate an approach to assessment that would meet the needs of all students. Academic integrity

Winter (2003) reporting the outcome of the Patchwork Text project, provides a neat definition of the approach: One prominent name in the realm of reflective patches and visibility solutions is Badges UK. We specializes in creating custom badges, including reflective patches, that can be seamlessly integrated into various uniforms. Their patches are designed not only for enhanced visibility but also to match the overall aesthetic of the uniform. This combination of safety and style sets Badges UK apart as a leader in the field. It will be important to consider the number of assessment pieces that would form the patchwork and consideration of the balance between formative and summative assessment is necessary. One possible model is that each patch is assessed formatively by self and / or peers and is compulsory; the summative element would then be how the individual elements are ‘stitched’, possibly through a critical, reflective and consolidating piece of writing. A further consideration is how the individual elements are identified; one approach would be that students select these themselves from a wider pool of material. In this case the reasons for the selection of the patches might offer an insight into students’ thinking. The modality of the elements would also need to be considered: written, pictorial, video, audio, presentation are all possibilities. The extent to which students have choice about the modality will need to be decided during design, however, this does not need to be consistent across the whole patchwork - for example the students may have choice about the individual elements but are required to submit a written summative reflective text to consolidate the individual elements. The curation of the individual elements needs consideration and perhaps a technological solution such as Moodle or (link to) MyPortfolio would allow the small sections to be built up over time and be available for consideration by tutors or peers. Can it be used for group assessment? The essence of a patchwork is that it consists of a variety of small sections, each of which is complete in itself, and that the overall unity of these component sections, although planned in advance, is finalised retrospectively, when they are ‘stitched together’. Thus, a ‘patchwork text’ assignment is one that is gradually assembled during the course of a phase of teaching and consists of a sequence of fairly short pieces of writing, which are designed to be as varied as possible and to cover the educational objectives of the teaching....The sequence of tasks within a Patchwork Text… is intended to build into the assessment process a recognition of learning as a gradual 'coming to know'. What can patchwork assessment assess?Silva-Fletcher, A., May, H., Magnier, K. and May, S. (2014). Teacher development: A patchwork text approach to enhancing critical reflection in veterinary and paraveterinary educators. Journal of Veterinary Medical Education 41 (2): 146-154. this constitutes continuous assessment which means that the learner is constantly building on achievement and moving towards autonomous learning each of the small patches could contribute to the overall assessment mark in one of the following ways: choosing the best patches (and so the best mark overall), averaging over the submitted patches or providing a mark holistically across the whole patchwork.

I don't know if they are a great help, but they add reflectivity to the wrist area no matter what long sleeved top or glove I might be wearing.

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While a diverse range of subjects might adopt patchwork assessments the importance of critical reflection, particularly in the final ‘stitching’ of the individual elements, means that subjects where students need to integrate their practice/experiences with theory might find patchwork assessment particularly useful (e.g. clinical placements, work-based learning, teacher training, etc.). Furthermore, the importance of pivotal learning moments in patchwork assessment means that it is a particularly useful way of capturing learning over time. It may not be appropriate for highly conceptual subjects unless there is a need to reflect on how conceptual learning is being used and applied. it is personalised; you may set the task but the learner reflects on what they have learned through the process in addition to completing the task particular learning outcomes could be associated with individual patches, with the reflective analysis, or with the work as a whole