MAXIMISING STUDENT LEARNING OPPORTUNITIES THROUGH PORTFOLIO COURSEWORK ASSESSMENTS Markus Davis, Language Centre Eoin Jordan, Language Centre

Outline 1.Assessment for learning 2.Our context 3.Our portfolio assessment 4.Learning opportunities created 5.How well did it work? 6.Encouraging students to utilise learning opportunities 7.Application in other areas 8.Q&A

Assessment for learning Summative assessment = assessment of learning… …but can also be assessment for learning Advocated in higher education context (Brown, 2004; Yorke, 2003) Assessment design should consider both aspects

Our context English for Academic Purposes Module for Year 1 Mathematics Students Module Aims: English Language to CEFR B2 Study Skills Writing Coursework = 30% of Module Assessment Three Short Assignments: Week 10 Deadline

1. Learning Mathematics In Semester 1, you studied linear algebra. What is linear algebra? Give an example of a system of linear equations. What is the most challenging aspect of learning it and what are its real world applications? (For example, in manufacturing, accounting or transportation.) 300 – 350 Words. 2. Mathematical History China has a long history of achievement in mathematical discovery and development. Describe a major past Chinese mathematical achievement from the Ancient Period (From the very early Warring States Period to the end of the sixteenth century). Describe the achievement and its significance. 350 – 400 Words. 3. Application of Mathematics How is probability theory used in Financial Markets? 500 – 550 Words.

1. Learning Mathematics 300 – 350 Words. Formative Draft Week 4 2. Mathematical History 350 – 400 Words. Formative Draft Week 6 3. Application of Mathematics 500 – 550 Words. Formative Draft Week 8 Summative Final Submission of All Week 10

Week 4: Task 1 DraftWeek 6: Task 2 DraftWeek 8: Task 3 Draft Week 10: All Tasks Submission

Week 4: Task 1 DraftWeek 6: Task 2 DraftWeek 8: Task 3 Draft Week 10: All Tasks Submission Formative feedback Jing: Task & Language Specific Bullets: Global

Week 4: Task 1 DraftWeek 6: Task 2 DraftWeek 8: Task 3 Draft Week 10: All Tasks Submission Formative feedback Jing: Task & Language Specific Bullets: Global Feeds Forward: Improve Task 2 Feeds Back: Rewrite Task 1

Week 4: Task 1 DraftWeek 6: Task 2 DraftWeek 8: Task 3 Draft Week 10: All Tasks Submission Formative feedback Jing: Task & Language Specific Bullets: Global Feeds Back: Rewrite Task 2 Feeds Forward: Improve Task 3 Feeds Back: Further Improve Task 1

Week 4: Task 1 DraftWeek 6: Task 2 DraftWeek 8: Task 3 Draft Week 10: All Tasks Submission Formative feedback Jing: Task & Language Specific Feeds Back: Rewrite Task 3 Bullets: Global Feeds Back: Further Improve Task 2 Feeds Back: Even Further Improve Task 1

Week 4: Task 1 DraftWeek 6: Task 2 DraftWeek 8: Task 3 Draft Week 10: All Tasks Submission Formative feedback Feedback = 8 Learning Opportunities

How well did it work? 91% of the students in our two classes submitted each formative draft on time Only 9 out of 463 students on the whole module did not submit the final portfolio Anecdotally, our students appeared to engage more with feedback than in the previous semester However, some tutors reported that it was time consuming to provide both global and task-specific feedback

Encouraging students to utilise learning opportunities Regular reminders to students that they should apply global feedback: When revising previously submitted tasks When working on future tasks Using an audio-visual feedback method – e.g. Jing

Application in other areas Consider: Converting a single task coursework assessment into a portfolio of sequenced tasks Including formative feedback after the completion of a draft version of each task Worried about the feedback workload….? “Workshop” feature on ICE now allows sophisticated anonymous peer review – see Roland’s presentation at 3:15pm (Room 351)

References Brown, S. (2004). Assessment for learning. Learning and Teaching in Higher Education, 1, 81–89. doi: /cbe Yorke, M. (2003). Formative assessment in higher education : Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477–501.

Q&A