Chatzigavriil, Athina, Foley, Geraldine and Fernando, Tarini
LSE100 portfolio assessment pilot study.
The London School of Economics and Political Science, Learning Technology and Innovation, London, UK.
This study provides a preliminary overview of the impetus and outcomes of the LSE100 change in assessment structure. While initially evaluating student performance based on a heavily weighted final exam, LSE100 now consists of an e-portfolio assessment method that is structured to support and incentivize ongoing student learning.
Based on the feedback of LSE100 teachers and administrative staff, the findings affirm the pedagogical merit of e-portfolios in driving student learning and performance. Overall, teachers suggest there are visible differences in the clarity, cohesiveness, and depth of student work when under an e-portfolio versus exam method of assessment. However, the findings highlight a number of areas for future consideration. Given LSE100 is unique in its size (with upwards of 1500 students registered at any given time), a number of process changes with regards to marking are required. Striking a balance between creativity on the part of teachers while ensuring consistency across cohorts is for example, a challenge with a course of this nature. From a technical perspective, the course evaluation has highlighted the necessity to invest in portfolio specific software (as an ideal alternative) or significantly adapt existing systems to accommodate multiple teachers and a much larger volume of student work being submitted at
any given time.
Overall however, the success of the LSE100 change in assessment structure is clear; it is no longer an assessment for the sake of an assessment but rather, an assessment structured to support and drive student learning.
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