Evaluation
The evaluation of the level 1 portfolio in the Bachelor of Management was undertaken using a variety of methods and sources of information. The intent was to form a reliable evaluation method which will provide guidance and inform future practice for those considering course level portfolios. Some of the evaluation dimensions included:
Review of the unit content of the first year end portfolio (MMM010);
Student feedback in eVALUate (Institutional unit feedback mechanism);
Discussion with the current Unit Chair of MMM010 .
The evaluation of the level 1 portfolio in the Bachelor of Management was undertaken using a variety of methods and sources of information. The intent was to form a reliable evaluation method which will provide guidance and inform future practice for those considering course level portfolios. Some of the evaluation dimensions included:
Review of the unit content of the first year end portfolio (MMM010);
- The activity assigned was too loosely written for students in their first year of University. Students need to be “managed” more at this level, so the Student Management guide was updated. It appeared that there was little skill development work associated with this unit, as students were not able to demonstrate that their skills were transferrable, and some scaffolding activities had to be developed for this to occur.
Student feedback in eVALUate (Institutional unit feedback mechanism);
- Students commented that they needed a clearer understanding of what needed to be done, as well as having the opportunity to converse with Faculty when they needed clarification
- Students also commented that they were unaware of why they were completing the unit, they mentioned that they did not see the purpose of the unit
- Students asked to be contacted more regularly to remind them of when tasks were required to be completed, asking for additional checkpoints and prompts to help them manage their time and the tasks.
Discussion with the current Unit Chair of MMM010 .
- Students are not as tech savvy as we assume them to be – there were quite a few technological issues with the Portfolio tool used.
- Need to build student’s tacit personal / professional skills – students were providing some very personal information that was not relevant in a professional environment.
- Students were not aware of what the DGLOs were nor how to evidence them
- Students were not able to reflect on their skills development across units, they saw their skill sin relation to a unit, and did not see that their skills are transferrable
- Students were not able to discern the difference between their own learning and their actual grades.