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

Assessment practices: the use of portfolio assessment as a contribution to student learning. Lloyd Scott School of Construction FOBE. Introduction. Philosophical position. Assessment. Context. The student experience. Lessons learnt. Concluding thoughts. Philosophical position.

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

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  1. Assessment practices: the use of portfolio assessment as a contribution to student learning Lloyd Scott School of Construction FOBE

  2. Introduction Philosophical position Assessment Context The student experience Lessons learnt Concluding thoughts

  3. 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

  4. 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

  5. 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

  6. Assessment of/for learning Boud (1994) ‘students can escape bad teaching: they can’t avoid bad assessment’ How do we avoid bad assessment ?

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

  8. 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?

  9. 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

  10. 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/Timber 11. Domestic Services - Water/Heating /Electrical 12 Module evaluation

  11. Formative vs. summative • Conflict

  12. Evaluation of process • A set task in the portfolio • Annual monitoring process – Q6 • Informal discussions with students

  13. 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)

  14. 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)

  15. 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’

  16. 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

  17. Concluding thoughts con’td • 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

  18. But most importantly it can contribute positively to student learning

  19. Thank you ! Contact details: Lloyd.scott@dit.ie ext: 3984

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