Constructive alignment of portfolios to drive student learning

Gary Hamlin, Linda Crane and Shane Bullock
James Cook University

Keywords: consumer education; assessment; student perception

An integrated undergraduate Veterinary Science curriculum is currently being developed and implemented at James Cook University with the first cohort commencing this year. Five core principles of assessment have been identified as listed below:

1. Support student learning and development of learning strategies.
2. Encourage higher order learning.
3. Encourage development of core generic skills and professional attributes.
4. Utilise valid and reliable assessment tools that measure a mix of objective and performance based attributes.
5. Value and define appropriate academic standards.

This presentation will discuss the application of these principles to a student centred professional portfolio (learning portfolio), implemented in study period 1 this year. One aim of the portfolio is to provide a tool to encourage and assess students' personal and professional development (PPD). Portfolio items consist of a series of reports on activities that collectively tap into the three learning domains of the curriculum knowledge, skills & attitudes. The activities are case studies, animal handling and PPD workshops which are completed by students working in a mentor group with individual portfolios being submitted for assessment. Support for group work is provided by trained mentors and a series of PPD workshops that cover understanding self, working in groups & group dynamics, reflective practice, communication skills, and stress management. Reports involve elements of student reflection on practice/experience, supported by mentors, training and a reflective exemplar. Portfolios contribute to 30% of the students' assessment and knowledge, skill, attitude attributes are assessed using a criterion structured scheme. Assessment features formative feedback and student selection of assessment items. Program evaluation and thematic analysis of portfolios suggests that the program is successfully engaging students in reflective practice and development of personal and interprofessional skills. The challenge ahead will be maintaining positive momentum and student support for the next four and a half years.