Promoting student learning: the use of portfolios in the assessment of learning outcomes

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Promoting student learning the use of portfolios
in the assessment of learning outcomes

• 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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Programme 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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Context

• Changing landscape of HE
• NQF
• Outcomes based approach
• Changing practices in learning and teaching
• Modularisation/semesterisation
• As a reflective practitioner

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Learning and teaching methodology

• Constructively aligned module
• F2f contact (scheduled 2hours contact)
• 1 component of module online
• WebCourses 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 can bad assessment be avoided?

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Purpose of assessment

• Educational feedback, diagnosis, motivation,
  guidance, learning support
• Assessment FOR learning (formative)
• Managerial selection, grading, certification,
  progression, professional recognition,
  gate-keeping
• Assessment OF learning (summative)

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(For me) 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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Learning outcomes for module CONS 1106

• On successful completion of the module the
  learner will be able to..
• construct and work with drawings as a medium of
  communication
• Analyse and explain the principles of
  construction domestic
• Specify and design the detailed techniques
  and/or materials commonly used in construction
• Recognise the symptoms of common defects in
  domestic buildings
• Evaluate the environmental principles and
  practices used in the construction of buildings

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Sample task

• TASK 1 SUBSTRUCTURE
• A given scenario
• An elevated 1 acre site has been granted outline
  planning permission. In preparation for full
  planning permission you are asked to visit the
  site and design an appropriate foundation detail.
  The soil type is cohesive and a river passes
  close to the boundary of the site, drainage is
  fair.
• The proposed building is a single storey four
  bedroomed bungalow with traditional cavity wall
  construction (brick external finish). There are
  no excessive loading to be considered by the
  designer.
• Candidates must complete the following elements
• Describe your visit to the site and include all
  the factors you need to consider before designing
  the foundation. Indicate any tests that need to
  be carried out and use sketches to supplement
  your response.
• Decide on the type of foundation, giving reasons
  for your choice and how you arrived at your
  decision.
• Draw a 110 scaled drawing of the chosen
  foundation detail including the correct
  conventions for each element.

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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 - evaluation tasks

• 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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Feedback from student surveys

• The chance to relay my difficulties was very
  helpful to my learning
• we always felt the lecturer had time for us he
  was usually available at the end of the class to
  assist us and answer any questions
• the assessments were linked to what we had
  learnt in class .. we could see the point of the
  assessments
• the final task should not be part of the
  marks.. as the response by the student may be
  influenced by the mark they could get

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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
• Confidence gained by the students

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• Embedding portfolio assessment across the
  programmme
• Share practice with colleagues

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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
• Holistic approach to assessment
• Provides an opportunity for review/reflection and
  so develops reflective learners

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Concluding thoughts contd

• Portfolio assessment has been and continues to be
  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 two way.

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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
• 00353 1 4023984