Placement learning phases: L1, L2, L3 explained

Placements tend to have unit requirements and an assessment design that aligns with and wraps around the placement activity ^[1].

The learning design (see below for description of key phases L1, L2, L3) tend to be structured as below:

• L1 – Learning Phase 1: Host & Student set placement expectations on Day 1 of placement.
• L2 – Learning Phase 2: Host & Student discuss (and review) student development at the halfway point of the placement.
• L3 – Learning Phase 3: Host & Student undertake an end of placement review of student performance.

L0: Pre-placement learning

Before the placement commencement, some of the typical preparation activities that your student may have undertaken (to support their learning) include:

• Units that include career development learning curricula and authentic assessments related to real-world activities.
• An interview for the placement role (and other pre-placement meetings).
• A signed student agreement stipulating the HEI’s code of conduct requirements.
• Self-managed understanding of the unit, assessment and related capability monitoring and review processes, including pre-placement learning modules and/or learning activities that outline the unit, assessment and general placement expectations.
• A draft set of learning/placement/career goals related to the placement.

L1: Day 1 and the setting performance expectations

Your student’s goals ideally should be aligned to the placement Position Description (PD), and, if applicable, any supporting project documentation from the host and/or the organisation. These goals will contribute greatly to how they plan to meet your placement expectations. To support the steep learning curve that your student is likely to experience during this phase, we encourage you to refer to the Day 1 Host Checklist for tips and guidance for supporting their first steps in learning to work.

Please see L1 Expectation Setting Grid Exercise 

L2: During Placement – supporting learning and development

Your student and you (and or their buddy) are likely to have had several informal placement check-ins to support their learning and development. Typically, a quality WIL placement involves a mid-point performance check-in as part of a formal performance review evaluation process. It is an ideal time for student-host/buddy to take part in the feedback loop relating to student capabilities demonstrated since Day 1 of placement.

Please see L2 Monitoring Performance During Placement 

L3: End of Placement – evaluating performance

Similar to the mid placement check in, but on this occasion time your review relates to your student’s overall demonstration of student-level capabilities relating to professional ability, identity and impact. You will evaluate their performance as their placement draws to a close for the purpose of ongoing employability learning.

Please see L3 Performance Review Criteria and assess utilising L3 Performance Review Framework

L4: Post Placement

After the placement completion, some of the typical activities that your student may be required to undertake (to demonstrate their learning from placement) tend to include reflective practice attendance to the learnings during the placement, via assessment ^[2].

Institutional Requirements

As a part of formal learning (L2 and L3) you may be asked to engage in a performance review process with your student. This may look different depending on the HEI you are working with. For placements that are a core component of a course/program, HEIs are required to evidence the design of the curricula that will best ensure students can demonstrate theory to practice learning and their applied professional development (noting that many WIL units will also include this demonstration of learning in an assessment task).

To help support you in supporting and evaluating your student on placement, the chapters that follow provide a performance review process, criteria and rating system that may be suitable for STEM student.