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

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

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

6. 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

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

8. 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)

9. (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

10. 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?

11. 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

12. 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

13. 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

14. 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 1:10 scaled drawing of the chosen foundation detail including the correct conventions for each element.

15. Formative vs. summative • Conflict

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

17. 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)

18. 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)

19. 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’

20. 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

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

22. 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

23. Concluding thoughts con’td • 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.

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

25. Thank you ! Contact details: Lloyd.scott@dit.ie 00353 1 4023984