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ePortfolioEvidencing Academic
Skill Development
Rosie MackayCurriculum Officer
Program Development and QualityMonash University Foundation Year
ePortfolioEvidencing Academic
Skill Development
Rosie MackayCurriculum Officer
Program Development and QualityMonash University Foundation Year
Foundation Year
EnglishLanguageDiplomas
1st Year entry 2nd Year entry • Monash College• Undergraduate• Postgraduate
Foundation Year
Monash University Foundation Year is a one year program offering guaranteed entry into 1st year of all 10 faculties at Monash University.
Art Design and Architecture
Arts
Business and Economics
Education
Engineering
Information Technology
Law
Medicine, Nursing and Health Sciences
Pharmacy and Pharmaceutical Sciences
Science
Recognised by
Foundation YearThe need to stand out from the crowd
TERTIARY ADMISSIONS
2%
98%
MATURE AGE INTERNATIONAL DIRECT ENTRY
MUFY
TOTAL UNDERGRADUATE INTAKE 2012‐2015
*Melbourne Campus Data
Student Cohort
Icon credit: MikaDo Nguyen
The Education Services for Overseas Students Act(ESOS)
Regulations and Frameworks
MUFY Curriculum Framework
English Subject ReviewObjectives
The English Language subject must explicitly include all of the following teaching and learning components:• Academic listening skills• Academic reading skills• Academic writing skills, including essay/report writing• Academic writing conventions (including understanding/avoiding plagiarism)• Oral presentation skills• Group discussions
(National Standards)
• Creative and critical thinking• Scaffolded development of language
Assessment before Review
“Skills such as paraphrasing, synthesising and summarising …take time to teach and develop, but when the report is due in week 4, students are being assessed on skills we have not had adequate time to teach.”
“More formative assessment is needed”
“The course is summative‐assessment driven”
“Greater emphasis needs to be placed on skills”
“Teaching the academic skills for report writing are the most relevant”
“A lot of the course content focuses on paraphrasing, correct note‐form skills…yet this is not reflected in the [assessment].”
MONASH UNIVERSITY FOUNDATION YEAR(MUFY)
ePortfolio Assessment Task (proposed)
Note‐taking (written)
Note‐taking (aural)
Paraphrasing
Summarising
Synthesis
Citation
Reflection
SUBMISSION
ValueThe importance of valuing skill development
Individual rubrics used to assess each skill
Key PointsPlagiarism and authentication
Summative assessments must verify skill development in a controlled setting
Assessment weighting must value both the formative and summative learning processes.
Key PointsFeedback mechanisms
In‐built need for reflection on skill development and performance in summative assessments with relevant criteria
Need for students to demonstrate critical thinking and the ability to act on feedback
OutcomeStructure of the ePortfolio
The traditional ePortfolio learning approach and development structure was modified to suit the program needs
MUF0011 ePortfolio
SupportProvision of guidelines and assistance
Suggested schedulesTemplatesSamplesExamplesTeacher Advice
FlexibilityDigital platforms and ICT skills
Ability to use a wide variety of platforms as suits each provider location
Examples
My notes on Rosling
Staff Feedback
“…reinforces the notion that the students are to work on an ongoing basis and produce work in order to upload the tasks. It enables [them] to see the connection between the skills.”
“The explicit emphasis on academic skills is of much value to the students. Many students have built awareness of the purpose of each skill as well as methods of application that will serve them well in their future study …the ePortfolio actually forces them to engagewith these ideas […] The reflection…encourages them to think about how they learn best
as well as set goals for future learning. I found it very useful as a teacher to be able to read the ideas of the students...
“…encouraged students to consider feedback
and implement strategies for
improvement.”
“The requirement of the ePortfolio sets the scene that what students learn in
class matters and that theyare expected to organise themselves
and keep records of everything they do.”
“…a good way to introduce the important underlying micro skills ... Over time the students were able to see how the skills built upon one another.”
OutcomesPerformance Technology
Assessment Preparation
Rosie MackayCurriculum Officer
Program Development and QualityMonash University Foundation Year
www.monashcollege.edu.au
