Portfolio presentation

PORTFOLIOHow to use a portfolio at NISTCOL

An ideal scenario

Where do we start at NISTCOL?

Facilitated by:Astrid ScholtenProgramme Manager and Leonie MeijerinkProgramme Adviser Distance LearningVVOB Zambia

Content Day 108.30 – 09.30 Purpose and content workshop,

QAC update & link to portfolio09.30 – 10.30 What is a portfolio activity,

portfolio spider web and portfolio framework10.30 – 11.00 Break11.00 – 12.30 Student perspective

Activity: write a personal development plan12.30 – 14.00 Lunch14.00 – 15.30 Lecturer perspective:

Balancing the choices of NISTCOL 15.00 – 15.15 Tea15.30 – 16.30 Choosing a scenario for NISTCOL16.30 – 17.00 Entering your professional diary entry

Content Day 208.30 – 09.00 Reflecting back on yesterday and

programme of today

09.00 – 10.30 Back to students perspective: Personal Activity Plan: How do I get

there?

10.30 – 11.00 Break

11.00 – 12.30 Learning Cafe: Guidance, Assessment and modules

12.30 – 14.00 Lunch

14.00 – 14.45 Learning café group rotation

14.45 – 15.00 Tea break

15.00 – 16.00 Making a plan of action

16.00 – 17.00 Evaluation reflecting in your diary and closure

Purpose of the workshopLecturers to be introduced into

the role of students and lecturers in the development and implementation of a portfolio and to establish a timeframe for the development of the portfolio as instrument at NISTCOL.

What is a Portfolio?

Who do you think need to be involved?

Are you a good lecturer? ◦What would you bring to proof that?

What is a portfolio?‘ A purposeful collection of student

work that tells the story of the student’s efforts, progress, or achievement in (a) given area(s). This collection must include student participation in selection of portfolio content; the guidelines for selection; the criteria for judgment merit; and evidence of student reflection’ .

(Arter and Spandal, 1992, p. 36, taken from: Scholten, A. 2007)

From Scholten, A. , presentation for defend of thesis, sept 2007

Purpose of Portfolio

Competency ‘claims’

Assessmentcriteria

Portfolioevidence

Guidancestudent

Guidancestaff

Assessmentprotocol

Aim portfolio-assessment

Role portfolio-adviser

Role portfolio-assessor

Portfolio ‘spider web’

Professional profile (demands and needs of schools, ministry guidelines, outcomes PTDDL modules)

Personal Develop-ment Plan

• Professional Diary• Personal ambitions• Professional module related

outcomes• Educational goals

Personal Activity Plan•Identify how you will achieve your goals most effectively.•Choose activities to achieve priority goals.•Place activities in timeline to plan activities.

Performance and Progress•Collecting proof of progress in doing activities•Critical self-reflection on progress (results, behaviours)•Collect feedback from different perspectives

Identify priority goal and level

Evalu

ati

on

(p

rogre

ss a

nd

conse

qu

en

ces

tow

ard

s goals

an

d p

roce

ss

Modified from: Full paper Eunis 2004, Ljubljana, Aalderink, W.

What’s my level now and where do I want to go?

How do I get there?

How did I perform, what progress did I make?

FOR STUDENTS:WHICH QUESTIONS WILL A STUDENT ASK AND WHAT TO DELIVER IN PORTFOLIO

Most important purpose of portfolio

For students to determine their learning route:◦What is my level now?◦What do I want to achieve? ◦How do I get there?◦How did I perform, what progress did

I make?

Stu

dent

pers

pect

ive

What is my level now?***Personal Development Plan A ***

1. Write a daily/weekly professional diary entry describing what you have done.

2. Reflect critically on your observations

3. Identify for yourself where you stand following a checklist. General outcomes Subject related outcomes

What

is m

y level

now

?

Stu

dent

pers

pect

ive

What do I want to achieve?***Personal Development Plan B ***

4. Identify which are the areas in which you need strengthening.

5. Prioritize.6. Identify when you will be happy

with your progress

What

do I w

ant

to

ach

ieve?

Stu

dent

pers

pect

ive

Success Indicators

Activity 1Do the activity in the activity

sheet in which you practice writing a personal development plan on a predetermined topic.

FOR LECTURERS: FUNCTIONS,TYPES AND ROLES OF PORTFOLIO

Primary functions of portfolio:

◦Reflection ‘learn from self and others’

◦Registration ‘evidence and direction’ ◦Representation ‘showcase’

Three types of portfoliosShowcase portfolioDevelopment portfolioAssessment portfolio

Place on a continuum Showcase x Development and Development x Assessment: what should the focus of NISTCOL be?

(Veugelers, University of Amsterdam)

Determine roles on a continuum• Role of student

Student can follow and change their own learning route ---

-- Student should follow NISTCOL Learning route

• Role of teacherLecturer as a guide ---- Lecturer as controller

• Role of othersFeedback from others counts in assessment -----Feedback from others not done/doesn’t count

Choosing a scenarioThere are different ways and

levels of introducing a portfolio. Look in your hand-outs and

choose the scenario that you think is most realistic to achieve, but still meets NISTCOL’s expectations.

Professional Diary for this workshop

Reflect back critically on the day in the professional diary sheet provided:1. What did you know about portfolios before

the workshop? 2. Write a short account of the most

important lessons you have learnt3. Reflect on how you participated in the

workshop4. What do you think you will need to learn

more about as priority?5. How do you think you could achieve this?

PORTFOLIOWORKSHOPDAY 2

Reflecting back on Day 1Professional diary entriesBack to the portfolio framework

Most important ‘discussion points’ to be agreed upon by collegeGeneral outcomes mostly considered for

portfolio, providing they are related to and build up through modules.

Different opinions about how to measure continued progress: e.g use format passed on from module to next module, have one tutor available to follow student throughout.

Use of satellite colleges for monitoring students’ portfolio work or NISTCOL lecturers?

Students to choose from general outcomes or reflect on all of them.

Discuss some examples of portfolios

Looking at the examples and thinking back of yesterday’s activity: which new things do you see from this that NISTCOL could consider?

BACK TO THE STUDENTS:

DEEPER INSIGHTS TOWHAT TO PUT IN THE PORTFOLIO

How do I get there?***Personal Activity Plan***

Develop an activity plan for the next … months on how you can improve yourself in your prioritized and/or weaker areas.

Think about how you study most effectively.

Discuss your plan with your tutor.

How

do I g

et

there

?

How do I get there?Which activities do I choose to focus on?

1. Deliver Quality Products

2. ProgressDeeper levels of understanding

3. Learning processMore effective way of studying

How

do I g

et

there

?*

Choose

act

ivit

ies

*

Stu

dent

pers

pect

ive

Deliver quality products◦Reports, assignments, exams,

lesson planning, overviews of work done, …

◦What do I expect of the quality I will deliver: Which result do I aim for? What do I expect of the assignment that I

will be making?

How

do I g

et

there

?*

Choose

act

ivit

ies

*

Stu

dent

pers

pect

ive

Deeper levels of understanding

Shows how

Knows how

Knows

How

do I g

et

there

?*l

evel*

Stu

dent

pers

pect

ive

Millers Triangle, fig.2.1 taken from Tartwijk e.o., 2003)

How to get to Lusaka?

Using creative resources and cost-effective

Slow but steady and reliable Fast and

taking risks

Considerate of hurdles

Within capacity and determined

Safe and together with others

Confident, making quick decisions, Relying on where the wind takes you

Idealistic and dreaming

A bit unrealistic? But fun!

LUSAKA

Stu

dent

pers

pect

ive

How

do I g

et

there

?

How do students study a module?

Using creative resources and cost-effective

Slow but steady and reliable

Fast and taking risks

Considerate of hurdles

Within capacity and determined

Safe and together with others

Confident, Relying on where the wind takes you

Idealistic and dreaming

A bit unrealistic? But fun!

Module passed

Stu

dent

pers

pect

ive

How

do I g

et

there

?

REAL Learning takes place….

Concrete

experience

Reflective

observation

Abstract

understanding

Experience

Kolb, experiental learning cycle, 1974

Experimenter

Analyser

AssimilatorApplier

Stu

dent

pers

pect

ive

How

do I g

et

there

?

So what’s the point?Everyone has different ways of

learning

There is no one right or wrong way

But it is useful to know your way so you can learn as effective as possible

…so which style looks like yours most?

Stu

dent

pers

pect

ive

How

do I g

et

there

?

How did I perform?***Performance and Progress Report***

Critically reflect on the progress you have made:◦Use guidelines for critical reflection

For example: look at yourself from the ‘outside’

◦Ask feedback from others

Practice writing personal activity planUse hand-out activity 3 and write

in your small group an example of a personal activity plan.

FOR LECTURERS: IMPACT ON PORTFOLIO

Learning cafe: Impact for NISTCOLThree questions about the impact of

the portfolio on working processes in NISTCOL will be discussed in three groups. (use proposed questions or add any emerging questions).

The groups will rotate after the activity, share their findings and the new members will add to the findings of the first group.

Key questions to discuss in groups:

1. Who and how will you develop assessment criteria for the portfolio?

2. What needs to happen to provide good guidance to students?

3. How will the integration of portfolios in our curriculum impact on our module writing?

4. Review your experiences of working with portfolios – what worked and what didn’t and how can we learn from it this time?

Lessons Learnt to considerEnsure practical work so students

have something to reflect on! Organise study day to decide

what should be asked in portfolio.Ensure clear assessment criteria.

Lessons Learnt to consider (2)Lecturers need to learn a role as

coachGive very clear instructions to

students and include in students’ guide

Give very clear instructions to lecturers

Lessons learnt to consider (3)

Ensure you know who is responsible for the quality of portfolios and standardization overall

Flexibility in how to deliver the portfolio: e.g. opportunities for students to deliver portfolio online

Test students on their level before they start the portfolio

Start with a ‘pilot period’ before formalizing

Plan of Action

Activity 5: Make a timeline of the minimum

activities that will need to be done before implementation of the portfolio◦Use the lessons learnt, the chosen

scenario and the impact for NISTCOL we discussed to guide you

Your Professional Diary

Finish your professional diary that you started yesterday

a. As a way of reflecting your own role and identifying your needs for further development

b. Select from your diary: * What are the most important lessons

learnt for me? * What is the thing I need to learn more

about? * Comments and suggestions.

THANK YOU FOR YOURATTENTION!

Remember:As long as the tutor doesn’t value the portfolio, the student never will!