In non-accredited program using the units for a pathway if need to move into another course.
Looking at an evaluation.One group for the case study.
Explain the demographics of the group – age, experience in use of computers, use of portfolios.
Explain the tools used for collection of the assessments – VUMI e-Portfolio, audion & images
Figure 2 – Potential applications of e-assessment resources and materials in the assessment process. E-Assessment guidelines for the VET sector 10 August 2011 page 7
Transcript of "Looking at assessment challenges in 2011 at CAE"
E-Portfolios – Case Study Looking at assessment challenges in 2011 at CAE Ann Hardingham
2011 CAE e-PortfoliosOn completion of the e-Portfolio trial project in 2010, Delivery Innovation andteachers within the CAE College have continued to implement the e-portfolios intoboth 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.
RationaleThe rationale for this e- Portfolio case study is to compare the assessment strategiesfrom Semester 1 Liberal Arts 2011, which has been a paper-based course in the pastwith a holistic collection, demonstrating and evaluating achievements mapped to keyindicators within the competencies.The outcome will measure the implementation and challenges in creating andachieving the e-Portfolio as an assessment tool with the purpose to be used inapplication 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 studyinvolves 22 learners from a range of ages 22 – over 50 years of age.
Purpose of the e-PortfolioAn e-Portfolio can demonstrate different facets of an individual’s learningprocess. The purpose of this e-Portfolio is to document a learner’sdevelopment over a period of time as well as demonstrate achievements ofset elements within a unit for competency.
ResourcesTo implement the use of an e-Portfolio as a tool for submitting assessmentsconsideration 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
Assessment & the individual 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
e-Portfolio and the Independent learner Layers of the assessment Individual Gather Self-evaluation & development Assessment & validation
Learners’ skills in 2011The survey responses demonstrate from the two groups using the e-Portfolios for 2011: Have you ever kept a personal portfolio of your academic & Do you know what an e-Portfolio is? personal achievements? No No Yes Yes 0 10 20 30 19 19.5 20 20.5 21 21.5 22 22.5 Have you used the following tools? When using the internet have you ever disclosed personal information? Powerpoint Chat No delicious No MySpace YesUSB Memory Stick Yes youTube Facebook 0 20 40 60 0 5 10 15 20 25 30
Tools Yeti used for group discussions.Learner recording reflection VUMI used for creating an e-Portfolioon artwork interpretingnature at the NationalGallery. Tools used for recording personal reflection.
7 Observations 1. Teaching styles Semester 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 learnerwas exposed to different learning environment. The attitude towards this change was divided – some embraced the change tolearner 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 butthere was a lack of confidence in their abilities to follow through. There was also a lack of enthusiasm to commit to analternative 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 tosave assessments online, scan the material and send a recognition of receiving the e-Portfolio. The teacher was able toretrieve leaner documents quickly. Authentication was validated through the use of images, audio and writtenfiles, 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 andknowledge 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 reflectiondemonstrated wider experiences and knowledge but lack depth in evaluationLearner comment: “I just want a pass…”
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 asevidence in assessment. Further development required with the process of up-loading of files. Investigation into PD for teachersto 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 thelogin. I don’t like the fact that I have to login into an external site and up-load…paper is easier”.7. CollaborationSemester 2 allowed collaboration and discussion regarding the outcomes. Learners and the teacher worked together to determinethe 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 thedevelopment of the task.
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 Acknowledgements http://www.slideshare.net/rrodgers/constructivism-and-educational-technology http://cel.curtin.edu.au/ePedagogy/student_centred/student_centred.cfm
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