Purpose
There are many statements in the higher education sector both nationally and internationally around academic standards and professional capabilities (Australian Universities Quality Agency, 2009; Quality Assurance for Higher Education (QAA), 2009; TEQSA, 2011). Being able to demonstrate and measure student learning outcomes underpins the Australian Qualifications Framework (AQF) while bodies such as TEQSA are interested in measures of student experiences of their education and perceived learning outcomes from a student perspective. This requires students to be able to reflect on and articulate their experience.
The impetus for engaging in the OLT Project “Realising the potential: Assessing professional learning through the integration of ePortfolios in Australian business education” at USQ was based on the premise that student learning of knowledge and practical capabilities, can best be driven by an understanding on the part of each individual student of the level or standard of knowledge and skill, they possess as they enter and exit courses or programs.
In the business arena students are expected to engage in learning that enhances the threshold learning outcomes appropriate to their discipline and profession and also the graduate attributes relevant to their respective university. It is deemed that the use of ePortfolios to facilitate and highlight development of these professional capabilities is advantageous and efficient. The relationship between learning objectives, assessment methods and grading of attainment or achievement is central to allowing students to understand and develop their own personal learning profile, engage in reflection and scaffold evidence as their knowledge and skills level evolves.
In preparation for the introduction of ePortfolios into business and accounting cohorts and mindful of the work of Papadopolus et al. (2011) who found that students need to be engaged in a self-directed style of learning environment that encourages self-assessment and reflection, consideration was given to:
The impetus for engaging in the OLT Project “Realising the potential: Assessing professional learning through the integration of ePortfolios in Australian business education” at USQ was based on the premise that student learning of knowledge and practical capabilities, can best be driven by an understanding on the part of each individual student of the level or standard of knowledge and skill, they possess as they enter and exit courses or programs.
In the business arena students are expected to engage in learning that enhances the threshold learning outcomes appropriate to their discipline and profession and also the graduate attributes relevant to their respective university. It is deemed that the use of ePortfolios to facilitate and highlight development of these professional capabilities is advantageous and efficient. The relationship between learning objectives, assessment methods and grading of attainment or achievement is central to allowing students to understand and develop their own personal learning profile, engage in reflection and scaffold evidence as their knowledge and skills level evolves.
In preparation for the introduction of ePortfolios into business and accounting cohorts and mindful of the work of Papadopolus et al. (2011) who found that students need to be engaged in a self-directed style of learning environment that encourages self-assessment and reflection, consideration was given to:
This led to identification of the need to develop the following:
a. Curriculum and resources to align teaching and learning activities and interventions that will result in enhanced learning and scaffolded development of knowledge and skills to be documented through the use of ePortfolios;
b. Supported professional development for academics to be able to create, manage and implement ePortfolios as a tool and support students as they master its use;
c. Enhanced capacity of students to exercise self-assessment and reflection practice to enhance skill development and promote future graduate employment and career pathways planning via student ePortfolios.
a. Curriculum and resources to align teaching and learning activities and interventions that will result in enhanced learning and scaffolded development of knowledge and skills to be documented through the use of ePortfolios;
b. Supported professional development for academics to be able to create, manage and implement ePortfolios as a tool and support students as they master its use;
c. Enhanced capacity of students to exercise self-assessment and reflection practice to enhance skill development and promote future graduate employment and career pathways planning via student ePortfolios.