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REFLECTION ePor%olios encourage student ownership and direc4on of learning as they select and reflect on their evidence for presenta4on. As Housego & Parker (2009) tell us, an epor%olio can contain a ‘range of materials from a variety of sources’, including those produced for course based assessment to support reflec4ve prac4ce. RE-THINKING PEDAGOGY Teaching and learning beyond the walls of our ins4tu4on should encompass new thinking about pedagogies and new ways of developing courses for students beyond gradua4on. Integra4ng por%olios at a course and (par4cularly) program level can enhance the lifelong learning need for alignment of learning goals and prac4ce with evalua4on. ePor%olio prac4ce supports BarneL's “epistemology for uncertainty” which proposes that students “develop powers of cri4cal ac4on.” (Barne’, 2000, p240). MAKING A DIFFERENCE epor%olios have the poten4al to provide the core principles for effec4ve assessment. 1. Assessment that guides and encourages effec4ve approaches to learning, 2. Assessment that validly and reliably measures expected learning outcomes, in par4cular the higherorder learning that characterises higher educa4on; and 3. Assessment and grading that defines and protects academic standards. (Assessing Learning in Australian Universi:es, Three objec:ves of Higher Educa:on Assessment. James, McInnis & Devlin, 2002) Making a Difference – Innovation in Assessment Belinda Allen, Kate Coleman & Adele Flood, Learning and Teaching Unit (LTU) Epor%olio assessment acts as sustainable assessment (Boud, 2000) that enables students to: iden4fy their learning make judgements about their learning prepare them for future learning. As Boud & Falchikov (2006) suggest, assessment should ‘not only address the immediate needs of cer4fica4on or feedback to students on their current learning, but also contribute in some way to their prospec4ve learning’. Becoming an self and peer ASSESSOR can assist in a students prepara4on for life long learning. Epor%olios have the ability to involve students in ‘preparing them for the tasks of making complex judgements about their work and that of others and for making decisions in the uncertain and unpredictable circumstances in which they will find themselves in the future’ (Boud & Falchikov, 2006) As Royce Sadler (2011) tells us; there are 3 basic requirements for learners to become proficient in some domain: 1. Students need to know what high quality work is and be able to recognise it when they see it; 2. Students need to know how to iden4fy quality and to be able to locate par4cular weakness’ and strengths that account for quality in work; and 3. Students need to know how to iden4fy the necessary changes and adapta4ons that could convert a par4cular work – whether their own or that of another producer – into one of a higher quality’ with the necessary. supports. Unless the students can ‘appraise the quality of a work they are in the process of construc4ng, they have no framework for improving it’ (Sadler, 2011). Epor%olios can encourage the ability to NOTICE QUALITY in a student’s own work and that of their peers as they become more familiar with the ‘standard’ required. Teaching students to NOTICE high quality work can be achieved in an epor%olio as students become ‘recep4ve to the processes’. Contact: Kate Coleman, e. [email protected]; Belinda Allen, e. [email protected], Learning and Teaching Unit (LTU) UNSW. Benefits of eportfolio assessment Model for eporIolio pracJce An epor%olio is able to draw together the user’s personal, professional and academic prac4ces, requires them to develop, evaluate and select representa4ve artefacts, and present them in formats to suit different audiences and purposes. INNOVATION Any change in assessment prac4ce requires course and program revision. Lefng students become inspired by high quality work is an aspira4onal goal of an epor%olio in higher educa4on. As an innova4ve and transforma4ve pedagogy, epor%olio assessment can lead to more frequent and reflec4ve feedback through more forma4ve assessment.

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REFLECTION ePor%olios   encourage   student   ownership   and   direc4on   of  learning   as   they   select   and   reflect   on   their   evidence   for  presenta4on.    As  Housego  &  Parker   (2009)   tell  us,   an  epor%olio   can  contain  a  ‘range   of   materials   from   a   variety   of   sources’,   including   those  produced   for   course   based   assessment   to   support   reflec4ve  prac4ce.    RE-THINKING PEDAGOGY Teaching  and  learning  beyond  the  walls  of  our  ins4tu4on  should  encompass   new   thinking   about   pedagogies   and   new   ways   of  developing   courses   for   students   beyond   gradua4on.   Integra4ng  por%olios   at   a   course   and   (par4cularly)   program   level   can  enhance   the   life-­‐long   learning   need   for   alignment   of   learning  goals   and   prac4ce  with   evalua4on.   ePor%olio   prac4ce   supports  BarneL's   “epistemology   for   uncertainty”   which   proposes   that  students   “develop   powers   of   cri4cal   ac4on.”     (Barne',   2000,  p240).      MAKING A DIFFERENCE epor%olios  have  the  poten4al  to  provide  the  core  principles  for  effec4ve  assessment.    1.  Assessment  that  guides  and  encourages  effec4ve  

approaches  to  learning,  2.  Assessment  that  validly  and  reliably  measures  expected  

learning  outcomes,  in  par4cular  the  higher-­‐order  learning  that  characterises  higher  educa4on;  and  

3.   Assessment  and  grading  that  defines  and  protects  academic  standards.  

 

(Assessing  Learning  in  Australian  Universi:es,  Three  objec:ves  of  Higher  Educa:on  Assessment.  James,  McInnis  &  Devlin,  2002)        

Making a Difference – Innovation in Assessment Belinda Allen, Kate Coleman & Adele Flood, Learning and Teaching Unit (LTU)

     Epor%olio  assessment  acts  as  sustainable  assessment  (Boud,  2000)  that  enables  students  to:  •  iden4fy  their  learning  •  make  judgements  about  their  learning  •  prepare  them  for  future  learning.    As  Boud  &  Falchikov  (2006)    suggest,  assessment  should  ‘not  only  address  the  immediate  needs  of  cer4fica4on  or  feedback  to  students  on  their  current  learning,  but  also  contribute  in  some  way  to  their  prospec4ve  learning’.    

 

Becoming  an  self  and  peer  ASSESSOR  can  assist  in  a  students  prepara4on  for  life  long  learning.      Epor%olios  have  the  ability  to  involve  students  in  ‘preparing  them  for  the  tasks  of  making  complex  judgements  about  their  work  and  that  of  others  and  for  making  decisions  in  the  uncertain  and  unpredictable  circumstances  in  which  they  will  find  themselves  in  the  future’  (Boud  &  Falchikov,  2006)  

     As  Royce  Sadler  (2011)  tells  us;  there  are  3  basic  requirements  for  learners  to  become  proficient  in  some  domain:    1.  Students  need  to  know  what  high  quality  work  is  

and  be  able  to  recognise  it  when  they  see  it;    

2.   Students  need  to  know  how  to  iden4fy  quality  and  to  be  able  to  locate  par4cular  weakness’  and  strengths  that  account  for    quality  in  work;  and  

 3.   Students  need  to  know  how  to  iden4fy  the  

necessary  changes  and  adapta4ons  that  could  convert  a  par4cular  work  –  whether  their  own  or  that  of  another  producer  –  into  one  of  a  higher  quality’  with  the  necessary.  supports.    

 

             Unless  the  students  can  ‘appraise  the  quality  of  a  work  they  are  in  the  process  of  construc4ng,  they  have  no  framework  for  improving  it’  (Sadler,  2011).    Epor%olios  can  encourage  the  ability  to  NOTICE    QUALITY  in  a  student’s  own  work  and  that  of  their  peers  as  they  become  more  familiar  with  the  ‘standard’  required.  Teaching  students  to  NOTICE  high  quality  work  can  be  achieved  in  an  epor%olio  as  students  become  ‘recep4ve  to  the  processes’.  

     

 Contact:  Kate  Coleman,  e.  [email protected];  Belinda  Allen,  e.  [email protected],  Learning  and  Teaching  Unit  (LTU)  UNSW.  

 

Benefits of eportfolio assessment

Model  for  eporIolio  pracJce    An  epor%olio  is  able  to  draw  together  the  user’s  personal,  professional  and  academic  prac4ces,  requires  them  to  develop,  evaluate  and  select  representa4ve  artefacts,  and  present  them  in  formats  to  suit  different  audiences  and  purposes.  

 INNOVATION Any  change  in  assessment  prac4ce  requires  course  and  program  revision.    Lefng   students   become   inspired   by   high   quality   work   is   an   aspira4onal  goal  of  an  epor%olio  in  higher  educa4on.    As  an   innova4ve  and   transforma4ve  pedagogy,  epor%olio  assessment   can  lead   to   more   frequent   and   reflec4ve   feedback   through   more   forma4ve  assessment.