Developing student employability through formative assessment and virtual project learning in the social science curriculum

Unequal access to employability development opportunities at university may partially explain differentials in student achievements and graduate outcomes. In the module Employer-Led Interdisciplinary Project, we have developed practices and assessments to ensure employability and equity are connected and embedded in the academic curriculum to benefit all students. Approaches to reduce inequities include the assessment strategy with its strong focus on formative assessment. In this case study, we illustrate the crucial role played by formative assessment in teaching and learning, specifically, how ‘assessment for learning’ was operationalised and managed in the virtual project module, where projects were hosted by a micro-business, start-up organisation, or third-sector charity. These approaches are more equitable, enabling students to thrive academically, build their academic self-efficacy, and be empowered to reflect on their own learning and development. Critical learning points from the implementation of these formative assessments in a multi-modal teaching environment are also explored, alongside the challenges and benefits of embedding collaborative teaching practices.