1. 1 A socio-constructivist strategy for connecting students with themselves: A portfolio model for assessing practice-based learning Dave Hodges & Diana Ayling

2. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 2 Overview of Presentation Presenting Problem Theoretical Framework Context Outline of Model Conclusion Questions / Discussion

3. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 3 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?

4. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 4 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

5. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 5 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

6. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 6 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

7. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 7 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

8. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 8 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. 9 Update CV Identify: Learning Goals Work Objectives Performance Expectations & Measures Portfolio (Evidence-based)

10. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 10 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)

11. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 11 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)

12. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 12 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

13. Dave Hodges & Diana Ayling: Unitec Teaching & Learning Symposium 2007 13 Questions?