e-portfolio reference model

e-Portfolio Reference Model Dr Angela Smallwood

Centre for International e-Portfolio Development, University of Nottingham

Peter Rees Jones JISC-CETIS e-Portfolio Feasibility Study

V2 2006 07 17 PRJ/AJS

• JISC funds UK colleges, universities and their partners to undertake strategic innovative technical work that they could not otherwise afford.

• 2003: UCAS became a partner in the Specifying an e-portfolio Project led by the University of Nottingham

• This differentiated 2 key types of e-Portfolio used by every learner:– 1) Personal e-Portfolio for collecting learning evidence– 2) Presentational e-Portfolio developed by the learner for a

particular audience and purpose

• The UCAS application of the future can be regarded as a presentational e-Portfolio

Background

“The JISC project…. is reviewing how admissions staff use information and evidence. The project aims to make information and evidence available in an accessible electronic form that can be customised to support the admissions process and give feedback to the applicant. The Project is specifically examining the potential of entry criteria and course information to structure the personal statement. This would allow academic staff to set prompts for their own courses….UCAS and other admissions services should also consider the inclusion of additional information to produce a fuller transcript of applicants’ achievement. A more informative application form may in itself reduce the need for additional testing”

(Stephen Schwartz Fair Admissions to higher education: recommendations for good practice p. 48; E9; 2004 09 00)

2004 - Schwartz on the first Nottingham Project

Key Project Propositions

• High quality course entry profiles should function within new web-based systems to – Provide structure and guidance for customised

personal statements – Fair admissions– Enable admissions staff to provide feedback

• Ability to hot-link assertions in the personal statement to evidence in the Personal ePortfolio richer information about borderline candidates reduced need for tests / interviews

• Application for transition will express prior learning and inform post-admission learning

• 2005: UCAS was a partner in the e-Portfolio Reference Model Project which led to…

• discussion of a UCAS – JISC partnership agreement

• 2006: Consultants advised DfES to prioritise the implementation of e-Portfolio for transitions (from school to college, to university/employment)

• September 2006: JISC to publish ITT for projects on aspects of e-Admissions to HE

E-Portfolio for Lifelong Learning Reference Model Project

Framework for technological innovation, including admissions• eFramework – JISC + DEST (Australia)• Set of generic web services capable of

many different combinations to support a wide range of processes in learning, research and administration

• Impact on approach to supporting transitions along lifelong learning pathway = simplification and affordability

• Via reusability and repeating patterns

Formative use of Course Entry Profiles for the Personal Statement

Text TextThe Personal Statement Service Loop Pattern

WS 1Select Entry Profile

Decision

WS 2Person Profile

WS 3 evidence

claims

EitherProgress to Application

Or Repeat Loop

WS 4 comments /Reference

(IAG)

WS 1 calls the entry profile for a particular course at a particular HEI into a blank Structured Personal Statement

Student Personal ePortfolioCourse Entry Profile

Presentational ePortfolioCourse entry requirement

Course entry requirement

Web Service 1

Integrative statement



WS 1Select Entry

Profile

Decision

WS 2Person Profile

WS 3 evidence

claims


Or Repeat Loop


(IAG)




Assertion Activity

Assertion Activity

Web Service 1WS 2

Self evaluation


WS 2 helps me link assertions and activities to evidence in my e-P to create a Personal Profile in terms of the entry requirements



WS 1Select Entry

Profile

Decision

WS 2Person Profile

WS 3 evidence

claims


Or Repeat Loop


(IAG)

WS 3 helps me link assertions and activities to evidence in my e-P such as a section of a project




Assertion Activity Evidence

Assertion Activity

Web Service 1WS 2

Web Service 3

Self evaluation



WS 1Select Entry

Profile

Decision

WS 2Person Profile

WS 3 evidence

claims


Or Repeat Loop


(IAG)WS 4 allows my adviser to formatively assess the statement and give me feedback. I repeat the process to make a formal application to this course.

Student Personal ePortfolio

Reference

Student

Course Entry Profile



Assertion

Testimonial

Activity Evidence

Evaluation

Advisor / Referee

Assertion Activity

Web Service 1

WS 2Web Service 3

Web Service 4

Self evaluation


The Structured Personal Statement could be presented to an HEI as a single block of text … OR


…the HEI may follow common HR practice and summatively assess the Stuctured Personal Statement:

Structured Personal Statement assessed by admissions staff


Reference

Applicant


Presentational ePortfolio



Assertion

Testimonial

Activity Evidence

Admissions OfficerEvaluation

RefereeQualifications

MOSAIC data

School data

Assertion Activity

Message1

WS 1WS 2

WS 3

WS 4

. Other web services will be specified to repurpose the information so that an admissions officer can make effective use of richer information at no extra cost in terms of staff time

In HR the formal assessment of a structured application against a person spec may be scored by a panel.

Structured Personal Statement and feedback to unsuccessful

candidate


Reference

Applicant


Presentational ePortfolio



Assertion

Testimonial

Activity Evidence

Admissions OfficerEvaluation

RefereeQualifications

MOSAIC data

School data

Assertion Activity

Message1

WS 1WS 2

WS 3

WS 4

. This pattern allows HE staff to give feedback to unsuccessful applicants on areas in which they can improve their profile of themselves – in addition to formal qualifications & tests.

Successful candidate: Structured Personal Statement as Induction Profile • Induction and retention

• Incoming student and adviser use personal statement to optimise personalisation of programme of study and fit of option choices to student, ref:– any areas of relative weakness e.g. WP

students– Special interests e.g. of high achievers

Service Use Case for UCAS

UCAS Business Process (WS iii is identical to stage 4 of the Personal Profiling Service)

<F

unct

ion

><

Fun

ctio

n>

Text Text

AFirst cycle:

Formative development of Personal Statement

WS 1 - 4

WS 4

Decision

(IAG)(IAG)

WS ivFormative

Feedback on Personal

Statement

WS iv

WS 4

Text Text

BFeedback cycle

WS 1 – 4 Formative review of Personal Statement in

light of assessment

Text Text

CInduction Cycle WS 1 – 4 Formative refactoring of

Personal Statement in light of assessment

Student accepts

WS v

WS vDiagnostic

Feedback on Personal

Statement

WS iv

WS iii

WS iiiSummative Assessment of Personal Statement

3 Shortlist

Apply weightings to qualifications

WS ii

2 Reject

1Submit Formal

Application, Reference &

qualifications

Filter by qualifications

Decision WS iii

Summative Assessment

of Profile

4Reject

WS i Decision

5Offer Place

• Course Information• The Structured Personal Statement• Feedback• Testing processes• APeL• The relevance of established practice in other

domains, in particular HR, to HE.

JISC ITT will seek proposals from colleges & universities for work on:

A formal partnership agreement between JISC and UCAS is being negotiated.

e-portfolio reference model

Documents

personal eportfolio

eportfolio project

aspects of e

implementation of e

key types of e

personal statementws

course information

admissions services