Evidence Based Practice – Aspiration vs Reality - Terry Young, Kate Mitchell & Kym Barbary, La Trobe University
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Portfolios are an ideal medium to facilitate the collection of evidence of learning by students. Increasingly institutions are required to achieve accreditation of courses by reporting evidence of student learning to professional bodies. In this presentation, we will outline the methods by which La Trobe University, School of Education have shifted their teaching courses and assessment for AITSL in light of new requirements to include evidence-based practice. We will discuss the strategies and design methodologies we undertook as well as the real world challenges and issues we faced, and make links to lessons learned and how they could be applied to other fields.
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Evidence Based Practice – Aspiration vs Reality - Terry Young, Kate Mitchell & Kym Barbary, La Trobe University
- 1. latrobe.edu.au CRICOS Provider 00115M CRICOS Provider 00115M Evidence Based Practice – Aspiration vs Reality Terry Young Kate Mitchell Kymberley Barbary
- 2. 2La Trobe University AITSL Standards – Kate Mitchell New whole of course approach Expectations on University La Trobe is required to demonstrate course is effective Accreditation based on “Critical task” assessment Expectations on students Develop a Professional Portfolio over the course A Professional Portfolio is required for teacher registration The Professional Portfolio is based on AITSL standards Solution Digital Evidentiary Portfolio (DEP)
- 3. 3La Trobe University What are Critical Tasks? Assessment items chosen by the School of Education that address course accreditation requirements These items are reported to AITSL/VIT/others for course accreditation/reaccreditation
- 4. 4La Trobe University What is the DEP? Critical Task Digital Evidentiary Portfolio Evidence Library Professional Portfolio Institutional Requirement Graduate Requirement Supports student to develop Prof. Portfolio
- 5. 5La Trobe University DEP Student Journey – Terry Young Cornerstone Midpoint Capstone Teacher Transition Students get introduced to the “Digital Evidentiary Portfolio” Students get 2 workbooks: a. “Digital Evidentiary Portfolio” b. “Evidence Library” Student creates ”Evidence Records” for - Critical Tasks - Evidence Items …building their Evidence Library Students build their: “Professional Portfolio” 1 2 3 4 Stage
- 7. 7La Trobe University Digital Evidentiary Portfolio – Institutional Reporting
- 8. 8La Trobe University Creating Workbooks/Templates
- 9. 9La Trobe University Tags Standard Tag 1.1 Physical, social and intellectual development and characteristics of students CT-APST1.1 1.2 Understand how students learn CT-APST1.2 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds CT-APST1.3 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students CT-APST1.4 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities CT-APST1.5 1.6 Strategies to support full participation of students with disability CT-APST1.6 Each PebblePad asset is tagged with the relevant Tag
- 10. 10La Trobe University Digital Evidentiary Portfolio
- 11. 11La Trobe University Evidence Library - Student
- 12. 12La Trobe University Professional Portfolio – Student
- 13. 13La Trobe University In Summary Critical Task Digital Evidentiary Portfolio Evidence Library Professional Portfolio Institutional Requirement Graduate Requirement Supports student to develop Prof. Portfolio
- 14. 14La Trobe University Challenges – Kym Barbary • Students may see this as unnecessary task • Students may find the number of focus areas across the standards challenging • Some staff are yet to embrace this system for gathering evidence • Ownership of the process by staff/students
- 15. 15La Trobe University Positive outcomes so far • Critical Tasks are automatically collected via tags • The Evidence Library is an optional extra for students • Students are beginning to see the benefit of ongoing evidence collections • Staff are beginning to see the benefits of embedding assessment in this system
- 16. 16La Trobe University Future options – Terry Young Investigating Competency Frameworks/ Mastery Learning Tracking processes for institution and students Supplementary data reporting Self monitoring processes
- 17. 17La Trobe University Lessons Learnt • Encourage and establish ownership of process for students and staff • Remind students how the assessment activity aligns to a professional standard • Orientation, scaffolding and building relevance for students • Processes, communications and whole of course approach for staff • Autonomy, ownership and agency over the process – “owning the journey”
- 18. latrobe.edu.au CRICOS Provider 00115M CRICOS Provider 00115M Questions?
Editor's Notes
- New whole of course approach Expectations on uni Uni required to demonstrate evidence that course is effective and students are ready to teach, Subjects are compliant with AITSL Uni accreditation Uni accreditation for AITSL accred is based on ‘critical tasks’, demonstrating effective assessment of pre-service teacher skills Expectations on students Students are effective teachers with evidence for graduation, demonstrated through a professional portfolio of work which they add to through their course Students must have a professional portfolio to be registered, which they then maintain through their teaching career Portfolio is based on AITSL standards and sub-standards [Show standards] Solution – CTDEP for Unis, which students can use to inform the build of their professional portfolio What is it? How does it work? Single home for all evidence Empowered students
- Definition of Critical tasks and other Assessment tasks A list of CT is being collated for all degrees
- Critical Task Digital Evidentiary Portfolio (CTDEP) – for the Uni AITSL course accreditation requirement to have evidence of student completion of Critical Tasks throughout their degree. Definition of Critical tasks and other Assessment tasks A list of CT is being collated for all degrees Evidence Library (not a portfolio – just a process to recommend tagging) Process that students can undertake to collate evidence from both critical tasks and other work they do (e.g. placement, voluntary work, outside skills/evidence) students to collect valuable evidence that they select against the APST creates auto collections based on tags Optional but highly recommended Professional Portfolio – for the student to graduate owned and managed by the student can draw from the evidence library to support portfolio development Presented to graduate teacher registration body (e.g. VIT) SHOW EXAMPLEs* Professional Portfolios EDU1ICT MI12016 Cornerstone - Kasey Humphrey Midpoint - Shene Stevens Capstone - Nicole MacDonald
- How is this going to be facilitated in a course? SHOW The Journey Map* Each course will have the following touchpoints for students Introduction to DEP Create a Critical Task evidence record in each CT subject Access and submit a CTDEP Workbook Access and submit an Evidence Library Workbook Develop a Professional Portfolio
- How to access and submit a CTDEP Workbook DEMO Note: All CT must be pretagged with cascading tags HANDS ON Staff to access and submit a CTDEP Workbook
- Explain AISTL tags Show the Tag in PP
- How to access and submit an Evidence Library Workbook DEMO
- Critical Task Digital Evidentiary Portfolio (CTDEP) – for the Uni AITSL course accreditation requirement to have evidence of student completion of Critical Tasks throughout their degree. Definition of Critical tasks and other Assessment tasks A list of CT is being collated for all degrees Evidence Library (not a portfolio – just a process to recommend tagging) Process that students can undertake to collate evidence from both critical tasks and other work they do (e.g. placement, voluntary work, outside skills/evidence) students to collect valuable evidence that they select against the APST creates auto collections based on tags Optional but highly recommended Professional Portfolio – for the student to graduate owned and managed by the student can draw from the evidence library to support portfolio development Presented to graduate teacher registration body (e.g. VIT)