Michelle Morgan; School of Sport and Exercise Science
This case study demonstrates the innovative practice used in relation to the implementation of weekly assessment related portfolio tasks used within a 1st year module (K2). This had a positive impact on student engagement, achievement and attendance in lectures; and supported student transition to University (V4 A4). The reasons for adopting a portfolio approach, specifically for this cohort included; engaging students in a routine of attending classes on a regular basis (A1), building relationships with new peers and, encouraging the students to complete their assessments in smaller, bite-sized sections which would potentially be a more familiar approach to them (as closely aligned to BTEC course work approach) (K2 V1).
The portfolio tasks related to the topic of delivery which included; Personal Values and Beliefs, Working in a Community of Practice, Mental Health and Wellbeing (A1 A2). From this, students had to complete 35 individual tasks to submit as part of their final assessment (worth 50% of grade). The innovation with the use of the portfolio tasks was the opportunity it presented to produce useful resources that the student (and wider network of PAT’s and academic staff) could utilise to access insightful and helpful information into the student’s past experiences, future aspirations and potential support mechanisms that might need to be put in place to assist with their development. For example, within the Mental Health tasks students had to identify their own support network including university services. This enabled the ability to establish that they were aware of the support mechanisms available from the university (such as Firstpoint, Counselling Services, PATs) (V2) and knew how to access those services should they require them (A4).
The evidence of the impact of the weekly innovative portfolio tasks on attendance demonstrated that 75% of the group had an attendance percentage average of 80% or above for the semester. The feedback students provided reflected the positive impact of the portfolio tasks reporting “tasks each week”, “better way than doing work in one go for assessment’ and ‘knowing others needed me in my group’ (A1).
The use of portfolio approach has impacted my own professional development due to the positive feedback and impact on lecture engagement. Subsequently, I have embedded the portfolio approach into a current 3rd year module (V3). A similar approach has been adopted with a separate topic being delivered each week, which is then applied in a seminar and practical session (A1); from which students complete a task that contributes to the portfolio. Resources, tools and time are embedded into the taught aspects of the module each week for the data collection (on topics such as Group Cohesion and Team Identity) that is essential for the final hardcopy portfolio submission (K1 A1).
Feedback from the students on the number of portfolio tasks was taken on board and is reflected in a streamlined approach for the Level 6 students where the number of tasks have been reduced and, academic writing alongside relevant group data has been included (V3).
References
Burksaitiene, N., Tereseviciene, M. and Kaminskiene, L.(2011) Portfolio use for documentation of personal and professional growth gained outside of academia, Baltic Journal of Management, 6 (2), 245-262.