SEED presentations May 2018 -Ara Institute of Canterbury

The first presentations at Ara Institute of Canterbury for SEED this year revolves around the theme of assessments for learning.

Andre De Roo from Trades sharing his work using OneNote  Class Notebook with apprentices in the engineering trades.  Andre presented his approach which is to focus on learning instead of assessment. Needed to help learners represent their learning using more than just text based. Goal to help mold confident life long deep learning and students are to show and tell how and what they have learnt.

Showed example of students’ OneNote and how the competencies are linked to the evidence collected and collated by the student. Evidence is verified by employer for authenticity of the evidence. Each portfolio – what are the key things I need to learn; Skills are recorded; and a reflection at the end – what have I learnt, what have I learnt that I did not think I would learn, what are the gaps in my learning and how is the next step / stretch to my learning.

Students may respond in OneNote using text, audio or video recordings. Shared examples which are adequate, needed support with supplementary audio evidence and exemplary.

Karen Neill from Broadcasting on the ways used in the programme to ‘assess professionalism for the media industry’. These assessments were developed in the mid-80s and honed over the many years. This programme is highly respected by industry and students enter the industry with key professional skills required to contribute. Craft skills are easier to teach but professionalism always more difficult to pin down, teach and assess. Broadcasting has changed considerably in the last decade and the move into social digital media requires a even greater emphasis on professionalism. Shared how professionalism is scaffolded across 3 years of the degree, culminating with the third year industry practice module which takes up the bulk of last year. Updated through consultation with industry, tutor reviews and student evaluations. Detailed process and returns.

Raewyn Tudor presents on how the Social Work degree integrates assessments. Social work was reviewed several years ago. How do assessments connect with how social workers carry out their work. Defined integrated assessment as process that combines and blends learning outcomes from multiple courses into a series of streamlined, realistic, authentic work-focused assessment activities. Provided details on how integrated assessments work – theory and research (two courses) brought together as a case study learning activity. The students have to research the client case, connect to relevant theoretical / policy and present in a written report and presentation of application to practice. Rationalised the approach as a means to tailor assessments to subject / discipline requirements; connects with the realities of practice and creates student learning for job readiness. Detailed  the how to and an example of how to develop integrated assessments.