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Assessed e portfolio for language learning AdvanceHE 30th April 2019

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presentation for employability symposium

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Assessed e portfolio for language learning AdvanceHE 30th April 2019

  1. 1. Assessed e-portfolio for language learning Teresa MacKinnon & Claude Trégoat
  2. 2. https://tinyurl.com/yyyzfuoo
  3. 3. “I predict that universities of the future will be less concerned about content delivery, since students can access diverse information ubiquitously, and will focus more closely on the recognition and accreditation of learning, wherever that might have taken place (in the workplace, in different national contexts and using open source materials). This means that we need to concentrate more strongly on supporting student engagement with learning, and I argue that the strongest locus of this is through improving assessment.” Sally Brown is Emeritus Professor at Leeds Metropolitan University where she was Pro-Vice- Chancellor (Academic), Adjunct professor at the University of the Sunshine Coast, Queensland and Visiting Professor at the University of Plymouth. @ProfSallyBrown
  4. 4. “Engaging in a process of transformation in assessment can have a positive impact upon student learning, as well as on student satisfaction. It can help ensure that staff and students have a greater understanding of, and confidence in, academic standards, making it a necessary focus for any stakeholders concerned with furthering or ascertaining learning.” HEA symposium: Transforming assessment in HE, 2017 Call for papers.
  5. 5. Threshold concepts Critical alignment “When e-portfolios form part of an assessment framework, there are advantages and disadvantages for practitioners. On the one hand, digital portfolios offer more efficient working practices, enabling marking and verification to take place incrementally. However, the diversity of evidence contained in portfolios can make them harder and more time consuming to assess For successful implementation, the purpose/s behind the use of the e-portfolios must be aligned to the particular context.” The role of ownership “The e-portfolio processes and outcomes need to be owned by the student. This view leads to considering portability & choice of tool” “E-portfolios are disruptive from a pedagogic, technological and an institutional perspective because they tend not to fit exactly within existing systems.”
  6. 6. A domain of your own • Giving student agency over how digital space is used • Just in time support, face to face drop-ins • Personal narrative for a specific audience - similar to CV writing
  7. 7. e-portfolio Clavier Virtual Exchange Interview simulation Future devts French for Enterprise Erasmus Plus Virtual Exchange Open badges The case of French
  8. 8. e-portfolio Clavier Virtual Exchange - Collaborative tasks & tools - Authentic communication - Learner agency - Community - Resilience - ReflectionInterview simulation Future devts French for Enterprise Erasmus Plus Virtual Exchange Open badges The case of French Back
  9. 9. e-portfolio Clavier Virtual ExchangeInterview simulation - Applying for a job/a trainneeship - Practising job interview - Intercultural awareness - Reflection - Empathy - Giving constructive feedback Future devts French for Enterprise Erasmus Plus Virtual Exchange Open badges The case of French Back
  10. 10. e-portfolio Clavier Virtual Exchange Interview simulation Future devts French for Enterprise module - Project management - Assessed business plan - Reflection - Ownership Erasmus Plus Virtual Exchange Open badges The case of French
  11. 11. e-portfolio Clavier Virtual Exchange Interview simulation Future devts French for Enterprise Erasmus Plus Virtual Exchange Open badges The case of French
  12. 12. “Renewable assessments” David Wiley: meaningful, real world tasks Students as creators of Outputs: Dilly Fung: The connected curriculum Stresses the value for students of learning to produce ‘outputs’ – assessments directed at an audience.
  13. 13. Student feedback “Summing up, my journey started modestly with a feeling of stagnation but accelerated in the second term with the EWC as a catalyst. Innovative ways of studying (e.g. the articles) and learning general vocabulary proved particularly useful for speaking, but also writing. I noticed my journey’s success in the portfolio’s last section, when speaking confidently and writing texts without vocabulary sheets. This motivates me to continue speaking and to extend especially my professional vocabulary in the future in order to apply for Masters in France.” Student of French level 5 on a Economics degree “Language learning for me is about trial and error, being able to self- assess, coming up with new ideas, and finding out what works best. For me this means trying to keep learning engaging, and finding things that I am interested in and enjoy.” Student of French level 5 on a Psychology degree
  14. 14. Student feedback “Learning a language is very different to learning maths, and I feel like by doing so I gained many transferable skills (for example, presenting work and participating in formal discussions), which will help me in the future. Making this portfolio has allowed me to look at and reflect on all the things I've done over this year. I realised that some things that I didn't think were important at the time ended up being turning points in my learning journey, and it is nice to have a place that captures all of them.” Student of Russian level 5 on a Maths degree
  15. 15. What are the next steps? • Institutional support, nudge for others • Time for development and implementation. • Scale or scope?
  16. 16. References Advance HE. Using e-portfolio as a reflective assessment tool. Available from https://www.heacademy.ac.uk/knowledge-hub/using-e-portfolio-reflective-assessment-tool AULC-UCML. Survey of Institution-Wide Language Provision in universities in the UK 2017-18. Available from http://www.aulc.org/wp-content/uploads/2018/04/AULC_UCML_2017-2018.pdf Donaldson, L. (e-book). Eportfolio based assessment. Available from https://read.bookcreator.com/czHiWg1mbURBt6XGEriXdgYJEr62/j09MDQqZTXGthHfmyzsU0Q Fung, D. (2017). A connected curriculum for Higher Education. https://doi.org/10.14324/111.9781911576358 Jisc. (2008). Effective Practice with e-portfolios. Available from https://www.webarchive.org.uk/wayback/archive/20140614113958/http://www.jisc.ac.uk/whatwedo/programmes/elearn ing/eportfolios/effectivepracticeeportfolios.aspx Seely Brown, John. http://www.johnseelybrown.com/el.pdf Wiley, D. (2016). Blog post: Toward renewable assessments. https://opencontent.org/blog/archives/4691

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