Yes of course. In Medicine and Health related subject where you have to use a competency model, eportfolios work really well. In our case this was part of a 2 year long scaffolding process which included tutorials on reflection (both analytical and critical), resilience, communication and team work. It also included both 'assessed evidence' based on the subject they study and other evidence, which included numerous student-led initiatives ranging from their experience from their work (many are part time workers on the top of being full time students in an intensive program) to volunteering opportunities, attendance of seminars in other faculties, outside the university etc.
Trying to implement something similar now in Arts and Humanities. there is no 'right' or wrong way to do that...you need to take into account the context of youy institution, the types of students etc.
with warm wishes from a very warm Sydney
Panos
Dear all,
at Macquarie, we are implementing programmatic assessment across all the programs in our Faculty of Medicine and Health Sciences and also making good progress with competency based education across the Faculty of Arts. For programmatic assessment promotion, we developed a short video which can be accessed via: https://www.youtube.com/watch?v=IzQv0oqrwlY. there is a also presentation available https://www.slideshare.net/eportfoliosaustralia/program-level-design-using-eportfolios-getting-the-big-picture-panos-vlachopoulos-and-sherrie-love-macquarie-university .We now have the first two cohorts of students having completed, we conducted in depth interviews and analysis of their assessments. Happy to chat further.
all best wishes
Panos
You might find the following chapter on assessment for programme leaders helpful, available at http://ocsld.brookesblogs.net/2017/12/22/re-thinking-assessment-a-programme-leaders-guide/Hi
Of course I assumed that people would know about the PASS project but I should have specifically name checked Peter Hartley and Ruth Whitfield and the work they did at Bradford which is of course explicitly mentioned in our ENhance guide! Looking forward to seeing you on Friday Peter, weather permitting!
Best wishesSally BrownTo view the terms under which this email is distributed, please go to:-Thanks Doug for mentioning the PASS paper.All the PASS papers and resources are still available from http://www.pass.brad.ac.ukHopefully we will be able to keep this address for the updated website but will publicise this when we can.
Best wishesPeter
On 16 Jan 2018, at 21:10, Douglas Carr <[log in to unmask]> wrote:
Hi Jo. At Derby I have worked with teams on emphasising a top down approach to programme design which pretty much adopts the PLA approach using big picture reflections on what the programme should be (including what key narratives from a programme perspective look like for with respect to teaching and learning; assessment and student support e.g.
From a practical aspect some useful activities can be borrowed from appreciative inquiry principles and transition mapping (in moving from old programmes to new) to shape desired characteristics of programmes. Happy to talk through any of these aspects. In terms of resources the PASS paper (from around 2010 if memory serves me rightly) and some of the resources around the PLA approach at Sheffield will be helpful
Dr Doug Carr PHD SFHEA BSc DCR FETCCollege Lead for Quality EnhancementSent from my iPadDear SEDA colleagues
I am currently looking at Programme Level Approaches (PLAs) to redesigning the curriculum within a growing academic department. I was wondering if you could share resources / road maps that you have found useful for this PLA approach to curriculum redesign? I have yet to find anything that gets to the 'nuts and bolts' aspect of the this process.
With best wishes
Jo Maddern
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