1. Making a Difference Innovation in Assessment Belinda Allen, Kate Coleman & Adele Flood, Learning and Teaching Unit (LTU) Epor%olio assessment acts as sustainable Becoming an self and peer ASSESSOR can assist assessment (Boud, 2000) that enables students to: in a students prepara4on for life long learning. iden4fy their learning make judgements about their learning Epor%olios have the ability to involve students in prepare them for future learning. preparing them for the tasks of making complex As Boud & Falchikov (2006) suggest, assessment judgements about their work and that of others should not only address the immediate needs of and for making decisions in the uncertain and cer4ca4on or feedback to students on their unpredictable circumstances in which they will current learning, but also contribute in some way to nd themselves in the future (Boud & Falchikov, their prospec4ve learning. 2006) Benefits of eportfolio assessment As Royce Sadler (2011) tells us; there are 3 basic requirements for learners to become procient in some Unless the students can appraise the quality of a domain: work they are in the process of construc4ng, they have no framework for improving it (Sadler, REFLECTION1. Students need to know what high quality work is ePor%olios encourage student ownership and direc4on of and be able to recognise it when they see it; 2011). learning as they select and reect on their evidence for 2. Students need to know how to iden4fy quality and Epor%olios can encourage the ability to NOTICE presenta4on. to be able to locate par4cular weakness and strengths that account for quality in work; and QUALITY in a students own work and that of As Housego & Parker (2009) tell us, an epor%olio can contain a their peers as they become more familiar with range of materials from a variety of sources, including those 3. Students need to know how to iden4fy the the standard required. produced for course based assessment to support reec4ve necessary changes and adapta4ons that could Teaching students to NOTICE high quality work convert a par4cular work whether their own or prac4ce. that of another producer into one of a higher can be achieved in an epor%olio as students quality with the necessary. supports. become recep4ve to the processes. RE-THINKING PEDAGOGY Teaching and learning beyond the walls of our ins4tu4on should encompass new thinking about pedagogies and new ways of developing courses for students beyond gradua4on. Integra4ng por%olios at a course and (par4cularly) program level can enhance the life-long learning need for alignment of learning goals and prac4ce with evalua4on. ePor%olio prac4ce supports BarneLs epistemology for uncertainty which proposes that students develop powers of cri4cal ac4on. (Barne, 2000, p240). MAKING A DIFFERENCEepor%olios have the poten4al to provide the core principles for eec4ve assessment. 1. Assessment that guides and encourages eec4ve approaches to learning, 2. Assessment that validly and reliably measures expected learning outcomes, in par4cular the higher-order learning that characterises higher educa4on; and 3. Assessment and grading that denes and protects academic standards. (Assessing Learning in Australian Universi:es, Three objec:ves of Higher Educa:on Assessment. James, McInnis & Devlin, 2002) Model for eporIolio pracJce An epor%olio is able to draw together the users personal, professional and academic prac4ces, requires them to develop, evaluate and select representa4ve artefacts, and present them in formats to suit dierent audiences and purposes. INNOVATIONAny change in assessment prac4ce requires course and program revision. Lefng students become inspired by high quality work is an aspira4onal goal of an epor%olio in higher educa4on. As an innova4ve and transforma4ve pedagogy, epor%olio assessment can lead to more frequent and reec4ve feedback through more forma4ve assessment. Contact: Kate Coleman, e. firstname.lastname@example.org; Belinda Allen, e. email@example.com, Learning and Teaching Unit (LTU) UNSW.