Assessment DesignThe end of level 1 portfolio task and rubric was developed and released to students during orientation week (March 2014) and consists of 3 parts designed to step them through in a logical and structured manner for this first submission, however as mentioned previously there was plenty of flexibility within the task to introduce their own creative style and to personalise their portfolio._
Based on these considerations, the requirement of completing an About Me page meant that they could begin to become accustomed to the portfolio style, to be creative in how they went about describing themselves and their life and begin to see the value of looking both inwardly (who am I?) and outwardly (what should I share about me to this audience?). |
To bring focus onto the program learning, the structured goals provided a strong framework for students to understand what could be considered evidence of achievement in their studies.
This structured activity in the form of evidencing and reflecting on their course learning outcomes would hopefully lead to a grounded understanding which would allow for evidence to be collected and curated from the external environment in their ePortfolio. The final task of considering their choice of major sequence and linking this to potential employment and the skills required to gain such employment was deemed to be an appropriate way of moving their thinking from the evidence being about individual units or assessment pieces and to consider the value moving into second year of how their ePortfolio could show to employers the skills and knowledge they were seeking when hiring an intern or graduate employee. This final task was discussed with the internal Deakin University careers service, which provided feedback and supported its inclusion as a pertinent task. |
During the second offering of the first portfolio task the philosophy changed somewhat and a decision was taken by the new course director to provide greater structure to the task. It became evident from student feedback and from the submissions provided that students at this level of study, that reflection and evidencing was a difficult process. More resources were provided to support these activities. Additional videos were made available to students, which were better accessed, but students selected to access them in a just in time manner, close to submission time.
The fundamental design of the assessment did not alter too much, with the students having to complete a three page Portfolio Presentation. The focus of the actual tasks that were completed were altered slightly, moving from evidencing course learning outcomes to evidencing their understanding of what the GLOs meant to them. By changing the focus, it was considered that students would see the importance of developing their skills in more than just the Discipline Specific areas.
Instructions provided were more structured as to what was required from students to present for each component of the assessment. This was provided in both the assessment document and within the Portfolio template developed for the students. First year students require more assistance in working out what is required and how they can provide the necessary evidence. It is envisaged that as the students progress through the course, their ability to interpret instructions will improve and their reliance on detailed instruction will reduce. By the third submission of their portfolio presentation, students will be familiar with what is required, so it is hoped that instructions and templates will not be required to be so comprehensive.
Refer to Appendix A for updated assessment item instructions and rubric.
Link to Portfolio Template provided to students –
https://d2l.deakin.edu.au/d2l/eP/presentations/presentation_preview_popup.d2l?presId=403421
The fundamental design of the assessment did not alter too much, with the students having to complete a three page Portfolio Presentation. The focus of the actual tasks that were completed were altered slightly, moving from evidencing course learning outcomes to evidencing their understanding of what the GLOs meant to them. By changing the focus, it was considered that students would see the importance of developing their skills in more than just the Discipline Specific areas.
Instructions provided were more structured as to what was required from students to present for each component of the assessment. This was provided in both the assessment document and within the Portfolio template developed for the students. First year students require more assistance in working out what is required and how they can provide the necessary evidence. It is envisaged that as the students progress through the course, their ability to interpret instructions will improve and their reliance on detailed instruction will reduce. By the third submission of their portfolio presentation, students will be familiar with what is required, so it is hoped that instructions and templates will not be required to be so comprehensive.
Refer to Appendix A for updated assessment item instructions and rubric.
Link to Portfolio Template provided to students –
https://d2l.deakin.edu.au/d2l/eP/presentations/presentation_preview_popup.d2l?presId=403421