RAPPORT
Volume 3 Issue 1 (2018)
potential of the e-portfolios to other
students and is something that will be
incorporated again in 2019. Recommendations
Comparing the two years, the assessment
of and for learning / learning outcomes
are broadly similar, as discussed above.
However, the e-portfolios added an
additional element of learning. At a
minimum, all students learnt how to use
the basic functions of the e-portfolios, how
to create and upload their own videos
(using Youtube, Powtoon, Moovly and
other video formats), and how to develop
their reflections on creativity in a text
format on e-portfolios. Evaluating the issues arising during the
‘Act’ step, five areas of improvement in
assessment for learning will be developed
for the next cycle, namely:
Over half of the students went beyond this
and learnt how to create different types of
digital artefacts to provide evidence of
their learning, with some providing
evidence of very strong digital
competence. In many cases, students
provided evidence of additional personal
learning beyond the assessment
requirements, indicating the potential to
include Personal Development Planning
in future iterations of e-portfolio
development.
Overall, most students exhibited several
of the DCU Generation 21 aptitudes and
proficiencies in their e-portfolio
presentations, particularly those relating
to information literacy, digital intelligence,
research and inquiry, personal awareness
and development, and intellectual insight
and innovative thinking. In addition, five
students in the class were shortlisted for
the DCU e-portfolio showcase awards in
2018, two of whom were placed in first
and second place overall, which was quite
an achievement for first year students
newly introduced to e-portfolios.
Recommendations for improvements
in Assessment FOR Learning
o Improved Rubrics / Marking Scheme
which would also facilitate more self-
evaluation.
o More structured and timely feedback,
incorporating peer- and collaborative-
feedback.
o Reduce the number of assignments in
the first, formative, phase of
assessment to facilitate earlier
teacher feedback.
o Additional supports on how to use
functions of e-portfolios and Loop
Reflect
o Examples of similar e-portfolios.
Recommendations for improvements
in Assessment AS Learning
Evaluating the issues arising during the
‘Act’ step, and against DCU’s Generation
21 aptitudes and proficiencies, three
areas of improvement in assessment as
learning will be developed in future
cycles, namely:
o Introduce students to Personal
Development Planning to encourage
more learning to learn activities.
o Incorporate more peer- and self-
assessment feedback to encourage
collaborative and self-reflective
learning
o Spaces for more collaborative work
and feedback /sharing ideas.
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