Linking assessment to undergraduate student capabilities through portfolio examination

• Published in: Assessment and evaluation in higher education 2012-05, Vol.37 (3), p.379-391
• Main Authors: O'Sullivan, Anthony J., Harris, Peter, Hughes, Chris S., Toohey, Susan M., Balasooriya, Chinthaka, Velan, Gary, Kumar, Rakesh K., McNeil, H. Patrick
• Format: Article
• Language: English
• Subjects: Acceptability; assessment; Assessment portfolios; College students; competencies; Education portfolios; Educational evaluation; Educational Technology; Electronic Publishing; Elementary school students; Feedback; Generic skills; Graduate skills; Higher education; Independent Study; Learning; Medical Education; Outcome Based Education; outcome-based teaching; portfolio; Portfolio Assessment; Portfolios; Portfolios (Background Materials); Postsecondary education; Reflection; Reflective practice; Reflective Teaching; Self evaluation; Student assessment; Undergraduate Students; University students
• ISSN: 0260-2938; 1469-297X
• DOI: 10.1080/02602938.2010.534766

Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self-direction. This article describes an e-portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205-248 students per year), focusing on students' grades and feedback from assessments and a reflective essay is submitted. In the essay, students reflect on their progress, identify areas of weakness and detail plans for improvement. Progress in each capability is summatively graded against specific criteria and feedback is provided. Students progressively accumulate evidence of learning linked to the graduate capabilities. The provision of sufficient structure prevents evasion of areas of weakness. Importantly, the equal weighting given to all graduate capabilities emphasises that competence in all areas is required. The requirement for a degree of self-direction and reflection in all assessments promotes regular review of progress. This e-portfolio explicitly links graduate outcomes with assessment in order to drive learning. Further research is required to evaluate acceptability to students, as well as the efficacy of portfolios in developing reflective practice and self-directed learning.