A portfolio model of learning: Reframing assessment practices in a business cooperative education course
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Authors
Ayling, Diana
Hodges, Dave
Hodges, Dave
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Date
2007
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Conference Contribution - Paper in Published Proceedings
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Keyword
portfolio model
workplace learning
assessment
social constructivism
workplace learning
assessment
social constructivism
ANZSRC Field of Research Code (2020)
Citation
Hodges, D., & Ayling, D. (2007). A portfolio model of learning: Reframing assessment
practices in a business cooperative education course. In R. Coll (Ed.), Refereed proceedings, New Zealand Association for Cooperative Education Rotorua 2007 Conference. (pp. 49-55). Available from http://www.nzace.ac.nz/conferences/papers/Proceedings_2007.pdf
Abstract
This paper examines a portfolio model of learning in the assessment of student workplace learning. Using an interpretivist framework, an holistic assessment model is outlined in the context of a co-operative education course within an undergraduate business degree. The model involves the key stakeholders contributing to student learning, development and assessment through a ‘long conversation of informed dialogue’. In developing the model, attention is given to the prevailing positivist influences on assessment and the underlying assumptions made about ‘truth’ in learning. The paper argues that while criterion referencing may have progressed our assessment practices, positivist assumptions often underpin and limit our approaches to assessment in co-operative education. The model is presented within a social constructivist framework, arguing that cognitive and social development are key inter-connecting components of student’s workplace learning and therefore must be recognised and incorporated into assessment.
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New Zealand Association for Cooperative Education
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