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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

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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?