As already mentioned, self-assessment is a valuable process for WBL programmes. It can provide even better results if combined with “peer” assessment between participants. In the case of WBL educational programmes, participants (meaning students, employers or mentors, and tutors) are not exactly “peers” as they are not colleagues of the same level. Nevertheless, they collaborate with the aim of achieving common goals and, as a result, they are members of the same team. Even though they have different roles, responsibilities and authority, all of the aforementioned WBL participants play important roles on the implementation of the programme and its final outcome, and thus, there is a need to review their work. To ensure that all participants get the most out of the training programme, it is important to monitor and review their process at regular intervals. This will assure that any further needs are addressed and any further support needed is given to participants.
All of the participants should engage in the reviewing, as they can provide different feedback, each reviewing things on a different scope. Of course, assessing the students’ course is the most important part of this kind of peer review, as students are the key stakeholders of the whole experience. Besides the self-assessment, students need to be assessed by the employers as well as their tutors. Employers can provide insight on how the learner is progressing in the workplace and advise tutors, who are responsible for the whole process, on any concerns that they may have regarding the learner’s progress. It is true that, even if tutors are responsible for the WBL programme from a pedagogical point of view, employers can provide valuable information as they are present in the workplace and they can follow up any activities and actions of the learner.
Even though assessing learners is extremely important, they are not the only ones whose work should be assessed. As already mentioned, employers and tutors play an important role in the implementation of the programme and, thus, their attitudes affect its results. Their contribution to the programme should also be reviewed. Students must be able to give feedback on their collaboration with the employer or mentor, the support they received towards the achievement of learning goals, and in general their experience in the workplace. It is advised that this feedback be given to tutors during the programme, but it is definitely needed at the end of it. Students at that point will have experienced the programme, and will be suitable to give feedback on it and underline its strengths and weaknesses. This can help tutors to make adjustments for future similar programmes and increase their quality. Tutors and employers can also provide feedback for each other, focusing mainly on how their communication and collaboration evolved through the programme and possible ways of making better if needed.