RAPPORT
Volume 3 Issue 1 (2018)
looked for in terms of digital literacy in the
assessment criteria. Step-by-step guides,
both written and video format, were made
available on the virtual learning space to
allow students to access these
throughout the module.
Using a free on-line tool not designed for
assessment purposes meant the
administration around assessing the
student portfolios proved cumbersome,
with students having to submit a
summary checklist to the assessment
platform and tutors adding feedback and
grades to the checklist rather than to the
portfolio. This caused some confusion for
students. Students can have a fully
developed portfolio but will still fail the
assessment if they have not submitted
the checklist to the assessment platform.
Also students have to look for their
grades and feedback on their checklist
rather than in their portfolio. Clear
instructions have to be given throughout
the module so students fully understand
the assessment procedure.
To conclude, in the main part online
portfolios have been a big success and
have allowed students to see the link
between the module teaching and the
work place learning and to encapsulate
this in one space. The experience has
allowed students to develop their digital
literacy, creativity and autonomy in
deciding which evidence to include to
show learning outcomes have been met.
Having an online portfolio allows students
to ‘take away’ evidence of their learning
to future employment. However the tutor
team and university now need to look at
ways to streamline the assessment
process with other on-line tools that allow
feedback and assessment on students
work within the ePortfolio itself.
References
Law, B. & Watts, A.G. (1977) Schools,
Careers and Community: A study of
some approaches to careers education
in schools. London: Church Information
Office.
Normand, C. & Anderson, L. (2017)
Graduate Attributes in Higher
Education: Attitudes on attributes from
across the Disciplines. London:
Routledge.
Office for Students (n.d.) Destination of
Leavers from Higher Education Survey.
Retrieved from:
https://www.officeforstudents.org.uk/ad
vice-and-guidance/student-information-
and-data/destinations-of-leavers-from-
higher-education-survey/ (accessed
30.07.2018).
O’Riordan, R., Del Rio, E. & Wieczorek,
J. (2016) Exploring the impact of
undergraduate credit-bearing careers
education: Preparing our graduates.
HESCU. Retrieved from:
https://www.hecsu.ac.uk/assets/assets/
documents/non_hecsu_reports/UoD_-
_Exploring_the_impact_of_undergradu
ate_credit_bearing_careers_education.
pdf (accessed on 2.07.2018).
QAA. (n.d.) Assuring and Enhancing
Academic Quality. Retrieved from:
http://www.qaa.ac.uk/quality-code/the-
existing-uk-quality-code/part-b-
assuring-and-enhancing-academic-
quality (accessed on 30.07.2018).
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