The Patchwork Text has emerged as one of the most influential assessment innovations in Higher Education in recent years. As an assessment strategy with the potential to engage a wide range of learners, the patchwork has enjoyed a rising profile in the range of teaching, learning and assessment methods developed in the context of the widening participation agenda. The present article reports on the use of the patchwork on a foundation degree programme in work-based education, delivered for professionals with a role in instruction or training but with no formal teaching qualification. The study explores the student experience of working with the Patchwork Text by drawing upon exit interviews, questionnaire responses and sample "patches" from a group of 19 students training for a teaching qualification. Key themes in the student experience of patchwork are identified and recommendations are offered regarding the use of this assessment form with diverse cohorts of students in the expanding Higher Education sector. (Contains 2 notes.)