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A socio-constructivist strategy for connecting students with themselves:
A portfolio model for assessing practice-based learning
Dave Hodges & Diana Ayling
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 20072
Overview of Presentation
• Presenting Problem
• Theoretical Framework
• Context
• Outline of Model
• Conclusion
• Questions / Discussion
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 20073
Presenting Problem
• How can we know and how can students know what they have learned from their work placement?
How might we assess workplace learning?
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 20074
Theoretical Framework
• Learning is complex and uncertain
• Workplace learning is influenced by a myriad of variables
• Sometimes a conflict between measuring learning and enhancing learning
• How we view these complexities and conflicts depends upon the epistemological lens we use
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 20075
Theoretical Framework• Using a positivist framework, typically, we might seek to:
– establish clear, measurable learning outcomes,– Use the same, pre-determined criteria and performance
standards for all students, and– measure what has actually occurred against these standards
• This framework is premised on the assumption:– that there can be a precise, objective ‘truth’ in performance and
learning, and– that such ‘truth’ can be validly determined and measured
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 20076
Theoretical Framework
• Using an interpretevist framework, we might consider that:– Workplace performance standards are subjectively determined
(therefore inherently variable)– The ‘truth’ of what is learned is a ‘constructed’ reality– ‘Truth’ is gained through ‘consensus among informed and
sophisticated constructors, not of correspondence with an objective reality’ (Guba & Lincoln, 1989, p.44)
– Learning is individual and continuous, therefore assessment should contribute to a student’s prospective learning
• The model adopted here uses an interpretevist framework
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 20077
Context• Industry Based Learning is a compulsory
paper in the BBus degree
• Students required to undertake 140 hrs work in an approved workplace
• Up to 50 students per semester enrolling in up to 50 different worksites
• Wide diversity of students (age, ethnicity, language)
• Student prepared through pre-placement workshops, on-line study units, one-on-one academic supervision and on-line support (BlackBoard)
• Up to 20 academic supervisors involved in any one semester
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 20078
informs
informs
Personal & Professional Learning Goals
Workplace Plans & Competency Guide
informs
Reflective Learning Journal
informs
Student Portfolio of Learning
Post-meeting report from Academic
informs
Student Performance & Development Review
(Collaboratively constructed)
Student Performance & Development Review
(Individually constructed)
informs
9
What do I need to learn?
(LO4)
ReviewPerformance(LO1 & LO2)
What did I learn?(LO3)
Update CV
Identify:• Learning Goals• Work Objectives• Performance Expectations & Measures
Portfolio(Evidence-based)
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 200710
Portfolio: Marking & grading
• competency-based grading
• All LO’s must be demonstrated as being met
• Student self-assessed & then academic ‘validated’
• Differences moderated via academic team dialogue
• Structured development-focused feedback given to students
• Resubmission allowed (two week period)
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 200711
Conclusion• The portfolio model:
– Involves all stakeholders in constructing the ‘truth’ of what has been learned (the ‘long conversation’)
– Situates performance and learning within the contextual realities of the specific workplace
– Engages students in determining and understanding performance expectations and standards
– Provides complementarity between formative assessment and summative assessment (enabling triangulation of evidence)
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 200712
Conclusion…
• The portfolio model:– Enhances validity, particularly consequential validity, through the
evidential nature of the portfolio– Enhances reliability through on-going dialogue and the team
validation process– Provides a closer match between educational assessment
practices and workplace performance review and development– Measures current learning whilst also enhancing prospective
learning
Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 200713
Questions?