Assessment practices: the use of portfolio assessment as a contribution to student learning

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Assessment practices the use of portfolio
assessment as a contribution to student learning

• Lloyd Scott
• School of Construction
• FOBE

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Introduction
Philosophical position
Context

• Assessment

The student experience
Lessons learnt
Concluding thoughts
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Philosophical position

• View of student
• autonomous
• focused
• collaborative
• View of learning
• Constructivist
• View of assessment
• assessment for learning as opposed to assessment
  of learning
• fit for purpose
• constructively aligned

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Context

• Part-time students(45-50 enrolments)
• mature
• from different backgrounds
• Different aspirations/goals
• Level 6/7 award
• Core module - Construction Technology
• 10 ECTS
• Delivered over two semesters
• Previous assessment strategy

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Learning and teaching methodology

• Constructively aligned module
• F2f contact (scheduled 2hours contact)
• 1 component of module online
• WebCT support
• All lectures/course notes uploaded
• Web links, reference material
• Discussion forum
• Availability of task details
• Email contact between lecturer and student
  student and student

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Assessment of/for learning

• Boud (1994)
• students can escape bad teaching they cant
  avoid bad assessment
• How do we avoid bad assessment ?

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Assessment should be

• Student centred
• Fit for purpose
• Focused on evidence
• Practice orientated
• EFFICIENT ON AN ACADEMICS TIME
• Directed towards benchmarks/threshold standards
• Diverse

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A strategy of assessment that is fit for
purpose
In considering a strategy of assessment
consideration of the following is essential Why
am I assessing? What should I assess? How are we
assessing? Who is best placed to assess? When
should I assess? Where should the assessment take
place?
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Portfolio assessment

• Definition
• A portfolio is defined as an organized
  collection of work samples that provide a
  contextual representation of learning,
  competencies, accomplishments, and growth of a
  person (learner).
• Many examples
• Architecture
• Teacher education
• Arts
• Construction Technology

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Structure

• 12 purposeful tasks/activities
• 1. Substructure
• 2. Superstructure - Walls
• 3 Superstructure - Floors
• 4. Superstructure - Roofing (pitched)
• 5. Superstructure - Roofing (flat)
• 6. Superstructure - Roof coverings
• 7. Superstructure - Fireplaces, flues chimneys
• 8. Components I - Plasterwork, screeds, paintwork
• 9. Components II - Joinery, windows and
  staircases.
• 10. Building Materials - Concrete/stone/Metal/Timb
  er
• 11. Domestic Services - Water/Heating /Electrical
• 12 Module evaluation

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Formative vs. summative

• Conflict

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Evaluation of process

• A set task in the portfolio
• Annual monitoring process Q6
• Informal discussions with students

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Feedback from students

• the portfolio assessment is what I enjoyed most
  about this module. I think it works far better
  than a 3 hour exam at the end of the year. I
  have learnt more from this than what I would have
  just studying for an exam..
• The more you read about a particular subject the
  more you are going to learn, I think when you are
  drawing something it is going to stay in your
  mind for years to come. It also gives you pride
  to look back over what you put together for your
  college assignments in the years to come.
  (Student number D05107410)

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Feedback from students

• I think the tasks and the timber frame unit
  were expertly thought out as they cover every
  area of the module. I think this because the
  students researches the topic themselves, it is a
  most effective and interesting way of making a
  student learn. I think this type of portfolio
  assessment makes it easier for part-time
  students as it eases the pressure and boosts
  ones confidence knowing that you have completed
  your assessment before even entering the exam
  hall.
• (Student number D05107441)

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Lessons learnt

• Every group is different
• The importance of formative feedback for both the
  learner and lecturer
• Negotiation tasks, submission dates
• Changes in practices are messy

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Concluding thoughts

• Portfolio assessment is a positive experience for
  the learner because..
• Student centred
• Evidence of achievement
• Engage students
• Can track development over time
• Provides an opportunity for review/reflection

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Concluding thoughts contd

• Portfolio assessment is a positive experience for
  the learned because..
• It is a motivator
• Promotes student learning
• Provides positive/timely feedback
• Provides feedback as to where the learner(s) are
  experiencing difficulty

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• But most importantly
• it can contribute positively
• to student learning

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• Thank you !
• Contact details
• Lloyd.scott_at_dit.ie
• ext 3984