The core components provided “criteria”for the academically focused paths to identify tasks that supported transition. The core components were shared with practitioners in the academic pathways through interviews and discussions. They were strongly supported, and as a result of feedback, they have been customized slightly for each pathway.

To ensure greater consistency, a simple template was developed to record information on transition tasks, including information on core skills, complexity levels and a rationale to demonstrate how the tasks support learner transition. Providing a rationale was important. Competency-based approaches to assessment have been criticized because they involved the development of very long lists of tasks without providing rationales for why the tasks were chosen (Merrifield, Coleman & McDonogh, 2001).

Following are examples of key transition tasks by pathway. These tasks will require significant development and will need to be piloted with learners. They will also need to be assigned an appropriate level of complexity once the task is developed. Most importantly, the role of key transition tasks in the overall learner assessment strategy of an LBS program must be determined through further study and dialogue with the field.