RAPPORT
Volume 3 Issue 1 (2018)
back to this action plan in the final
section to reflect on their success.
The other sections are submitted at the
end of the module. Sections two and
three are completed during the internship
and capture evidence of work produced
and reflection on the skills they are
developing. Section four is completed at
the end of the internship and is about
next steps where we encourage students
to think about how the internship has
helped them and what their future goals
are for career success.
The ePortfolio has replaced five previous
assessments in relation to which
students reported a disjuncture between
the learning on their internships and the
classroom learning and assessments.
Now, a more relevant approach to
reflection and action planning is achieved
as students forge stronger connections
between their internship, classroom
learning, assessment and future
employability; utilise an effective platform
for reflection which promotes autonomy,
critical evaluation and lifelong learning;
and achieve a sense of ownership of the
learning gain achieved from their
internships.
In ‘end of module’ evaluations for 2017
no student reported a disjuncture
between internship, classroom learning
and assessment: however there was
confusion about sections two and three
of the portfolio and in particular where
evidence should be placed. Therefore
from this academic year the portfolio will
be streamlined into three sections:
preparing for internship; learning during
internship; and next steps.
As this is a credit-bearing module there
has to be an assessment of the learning
gained from the internship and the use of
the ePortfolio. The assessment criteria
for this ePortfolio assignment consist of
three categories:
• layout of portfolio, development of
digital literacy skills and creativity in
the variety of evidence submitted;
• quality of evidence submitted to show
the students learning from the
internship and module overall;
• quality of the student’s reflection on
their learning and ability to make clear
goals going forward.
The use of ePortfolios allows the
assessment to get away from a ‘one-
size-fits-all’ approach. Guideline are
given to the students in the virtual
learning space and during face-to-face
classes. Templates are offered to guide
students through the skills audit and help
them to construct an individual action
plan: these can then be easily uploaded
into their portfolios. Time is spent in class
covering models of reflection and
reminders are given regularly about
completing mandatory evidence, for
example the appraisal documentation
that must be completed after a review
meeting with their supervisor. However,
beyond that, students are allowed to
decide on the presentation of their
portfolio and the evidence they want to
submit.
The use of ePortfolios in this Internship
module has helped students to move
forward substantially in their career
journey and to take on many attributes of
a higher education graduate. Normand
and Anderson constructed a list of key
attributes looked for in graduates in
higher education which included
adaptability, self-awareness, resilience
and digital skills amongst others
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