Looking at assessment challenges in 2011 at CAE

Ann Hardingham

E-Portfolios – Case Study

2011 CAE e-PortfoliosOn completion of the e-Portfolio trial project in 2010, Delivery Innovation and teachers within the CAE College have continued to implement the e-portfolios into both accredited and non-accredited courses.

• The Pre-VCE (non-accredited) course using the unit VBQU155: Evaluate pathway options, design a learning plan and complete a portfolio for 2011.

• Cert IV Liberal Arts (accredited) course using the units VBQU231 DLA Research Approaches to Economy & Society and VBQU230 DLA Analyse the Human Transformations of Nature for e-Portfolio assessment.

The rationale for this e- Portfolio case study is to compare the assessment strategies from Semester 1 Liberal Arts 2011, which has been a paper-based course in the past with a holistic collection, demonstrating and evaluating achievements mapped to key indicators within the competencies.

The outcome will measure the implementation and challenges in creating and achieving the e-Portfolio as an assessment tool with the purpose to be used in application to higher education entrance. The trial group is enrolled in VBQU231 DLA Research Approaches to Economy & Society and VBQU230 DLA Analyse the Human Transformations of Nature. The study involves 22 learners from a range of ages 22 – over 50 years of age.

Rationale

Purpose of the e-Portfolio An e-Portfolio can demonstrate different facets of an individual’s learning process. The purpose of this e-Portfolio is to document a learner’s development over a period of time as well as demonstrate achievements of set elements within a unit for competency.

ResourcesTo implement the use of an e-Portfolio as a tool for submitting assessments consideration needs to be given to:• Tools that can assist in the collection of reflections – MP3 devices, camera,

software for manipulation of files, computer access, e-Portfolio software• Support material for learners who lack confidence in the use of the

computer• Class time to demonstrate applications and software such as audacity, up-

loading files, writing reflections and supporting knowledge with the use of images and recordings.

• Provide training & support for teachers in the use of software - VUMI

In the past, assessment required:• content driven teaching with “chalk & talk” class room management• the learner is expected to fit the “model” • completion of the curriculum as specified.With the e-Portfolios, we are focusing on:• highlighting the learner• exploration of the curriculum content by the learner• clear outcomes• implementing strategies to make learning engaging and effective • the learner’s understanding of what knowledge is required.

http://www.marktreadwell.com/Whatever_Next

Assessment & the individual

e-Portfolio and the Independent learner

Layers of the assessmentIndividualGatherSelf-evaluation & developmentAssessment & validation

http://www.marktreadwell.com/Whatever_Next

Learners’ skills in 2011The survey responses demonstrate from the two groups using the e-Portfolios for 2011:

FacebookWiki

youTubeMP3

USB Memory StickBlog

MySpaceFlickr

deliciousForum

ChatWord

PowerpointWeb browser

0 5 10 15 20 25 30 35 40 45

NoYes

Yes

No

19 19.5 20 20.5 21 21.5 22 22.5

Yes

No

0 5 10 15 20 25 30

Yes

No

0 5 10 15 20 25 30

Do you know what an e-Portfolio is?Have you ever kept a personal portfolio of your academic & personal achievements?

Have you used the following tools?When using the internet have you ever disclosed personal information?

Tools

Learner recording reflection on artwork interpreting nature at the National Gallery.

Tools used for recording personal reflection.

Yeti used for group discussions.

VUMI used for creating an e-Portfolio

Sample e-Portfoliose-Portfolio Sample

e-Portfolio Sample 1

7 Observations

1. Teaching stylesSemester 2 showed a shift in teaching style from instructional based learning towards investigative, discussion based. Evaluation: Observed a need for development in teaching styles from ‘teacher role’ to ‘facilitator’ role. Implementation of PD for teachers to investigate learning styles and adult learning strategies. Teacher comment: “This semester I’m more of a facilitator… now we start the class with a discussion and record it. We talk about what we are doing, suggest what we can cover I the class and topics get covered that I hadn’t thought of. The group show me sites and articles as well”. “Teaching has become collaborative”.

2. Learner AttitudesWith a change in the assessment criteria for semester 2 and the use of alternative tools for recording assessment, the learner was exposed to different learning environment. The attitude towards this change was divided – some embraced the change to learner centered assessment and the remainder were left unsure and resistant to the flexibility of the assessment format. Evaluation: Observed that the learners accepted the use of software & tools for gathering the assessment and submitting but there was a lack of confidence in their abilities to follow through. There was also a lack of enthusiasm to commit to an alternative process of assessment that didn’t fit the mold of their learning life.Learner comment: “…I’m not in ‘e mode’…still a paper & talk man”.

3. Assessment & authenticationThe teacher was able to collect of assessments and provide immediate response to the learner. There was the ability to save assessments online, scan the material and send a recognition of receiving the e-Portfolio. The teacher was able to retrieve leaner documents quickly. Authentication was validated through the use of images, audio and written files, many of which were made in class time.Evaluation: PD in file management and storage prior to commencement of course.Teacher comment: “I get the work straight away and I can save the files ….but I need to get the folders for all the learners. The good bit is I can write back straight away to the learner that I have the work”.

4. Dependent & independent learnersAlthough there is the environment for adult learning there is still the focus on curriculum content rather than the learner and knowledge application.Evaluation: Observed within the two groups that the learners were still dependent and reliant on instruction based learning. This is reinforced by other teachers using ‘what’ rather than ‘whom’ teaching approach.

5. ReflectionReflection was not regarded as a form of assessment.Evaluation: Learners were unfamiliar with the reflective practices and relating this to the learning process. PD in using reflection as a means of recording assessment needs to be instigated at the start of the learner’s course. Observed that the older age group (35+) demonstrated confidence and experience to embrace the tools. The reflection demonstrated wider experiences and knowledge but lack depth in evaluation Learner comment: “I just want a pass…”

7. CollaborationSemester 2 allowed collaboration and discussion regarding the outcomes. Learners and the teacher worked together to determine the topics and what content should be compiled to make up the e-Portfolio for assessment. Evaluation: Observed a change to the classroom atmosphere through collaboration and discussion. Learner contributed to the development of the task.

6. Skills & confidenceThe different age groups showed a range of contact with learning skills in e-technology. Evaluation: The range of tools used demonstrated that the group had minimal exposure to audio, video and image files as evidence in assessment. Further development required with the process of up-loading of files. Investigation into PD for teachers to assist in the implementation e-technology tools. Learner comment: “I prefer that something comes up to me rather than me having to go to the source…say comes up with the login. I don’t like the fact that I have to login into an external site and up-load…paper is easier”.

Where to from here?• 2012 implement e-Portfolios into the Certificate IV Liberal Arts course wide• On-going PD programs for teachers integrating e-learning strategies• Support program for learners in developing strategies for change• Develop e-Pedagogy that supports personalised learning for CAE

Past Personalised

Instructional Explore

Individual Collaborative

Set criteria Flexible criteria

What - curriculum Whom - personal

Learning from technology Learning with technology

Acknowledgementshttp://www.slideshare.net/rrodgers/constructivism-and-educational-technology

http://cel.curtin.edu.au/ePedagogy/student_centred/student_centred.cfm