RAPPORT Vol 3 RAPPORT Vol 3 Issue 1 | Page 51

RAPPORT Volume 3 Issue 1 (2018) Cultural awareness and expression Change and leadership Of ideas, experiences and emotions in different media Understanding diversity; intercultural dialogue; cultural identity Globally engaged Flexibility to change; Openness to change; adapting to change; stress management. primary purpose: showcase portfolios; e- portfolios for summative or evaluative assessment; and learning e-portfolios. While the e-portfolios introduced on this course had elements of each, the focus in this paper is on evaluation and assessment. Kahn (2014) sees their ability to capture examples of students’ learning in multiple digital media as a clear advantage of e- portfolios over other forms of assessment. E-portfolios offer students a range of new possibilities for representing their learning experiences, but one issue, and an area for research, is that educators lack established methods and rubrics for assessing this work, particularly in fields that have relied traditionally on written media (Kahn, 2014). The National Forum for the Enhancement of Teaching and Learning in Higher Education refers to three main types of assessment, namely OF, FOR and AS learning (National Forum, 2017). Assessment OF learning is summative, with students completing assessments or exams to demonstrate their learning, and this is graded; assessment FOR learning is assessment is used to give feedback aimed at improving student learning, while assessment AS learning goes a step further and empowers and engages students in becoming better learners. Both FOR and AS types of assessment overlap and are described as formative Interpersonal and intercultural competence Active leadership assessment (National Forum, 2017). Initially, Michele’s focus in introducing the e-portfolio format for the reflective exercises was on assessment OF learning. Research Objective The overall research objective for the research leading to this paper was to introduce e-portfolios as a method of assessment on the course Creativity and Discovery (Cycle 1 – Action and intervention experiment) and evaluate them as a mode of assessment using action research reflective cycles (Cycle 1 – Research). The research question that this paper focuses on is ‘Are e-portfolios an appropriate method of assessment for the module Creativity and Discovery?’ This has been broken down into the following sub-objectives: o Evaluate the appropriateness of e- portfolio reflective journals in assessment OF learning, assessment FOR learning and assessment AS learning; o Compare student outcomes from the 2017-18 cohort with previous years on the course to ascertain whether students performed better or worse; A further sub-objective of evaluating supports and improvements for the same course in 2019 is currently under review, and while some aspects are reflected on 50