TY - JOUR
T1 - Linking assessment to undergraduate student capabilities through portfolio examination
AU - O'Sullivan, Anthony J.
AU - Harris, Peter
AU - Hughes, Chris S.
AU - Toohey, Susan M.
AU - Balasooriya, Chinthaka
AU - Velan, Gary
AU - Kumar, Rakesh K.
AU - McNeil, H. Patrick
PY - 2012/5
Y1 - 2012/5
N2 - Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self-direction. This article describes an e-portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205-248 students per year), focusing on students' grades and feedback from assessments and a reflective essay is submitted. In the essay, students reflect on their progress, identify areas of weakness and detail plans for improvement. Progress in each capability is summatively graded against specific criteria and feedback is provided. Students progressively accumulate evidence of learning linked to the graduate capabilities. The provision of sufficient structure prevents evasion of areas of weakness. Importantly, the equal weighting given to all graduate capabilities emphasises that competence in all areas is required. The requirement for a degree of self-direction and reflection in all assessments promotes regular review of progress. This e-portfolio explicitly links graduate outcomes with assessment in order to drive learning. Further research is required to evaluate acceptability to students, as well as the efficacy of portfolios in developing reflective practice and self-directed learning.
AB - Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self-direction. This article describes an e-portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205-248 students per year), focusing on students' grades and feedback from assessments and a reflective essay is submitted. In the essay, students reflect on their progress, identify areas of weakness and detail plans for improvement. Progress in each capability is summatively graded against specific criteria and feedback is provided. Students progressively accumulate evidence of learning linked to the graduate capabilities. The provision of sufficient structure prevents evasion of areas of weakness. Importantly, the equal weighting given to all graduate capabilities emphasises that competence in all areas is required. The requirement for a degree of self-direction and reflection in all assessments promotes regular review of progress. This e-portfolio explicitly links graduate outcomes with assessment in order to drive learning. Further research is required to evaluate acceptability to students, as well as the efficacy of portfolios in developing reflective practice and self-directed learning.
KW - assessment
KW - competencies
KW - outcome-based teaching
KW - portfolio
KW - reflective practice
UR - http://www.scopus.com/inward/record.url?scp=84859858436&partnerID=8YFLogxK
U2 - 10.1080/02602938.2010.534766
DO - 10.1080/02602938.2010.534766
M3 - Review article
AN - SCOPUS:84859858436
SN - 0260-2938
VL - 37
SP - 379
EP - 391
JO - Assessment and Evaluation in Higher Education
JF - Assessment and Evaluation in Higher Education
IS - 3
ER -