Learner Centred Professional Competency Assessment Presenters: - PowerPoint PPT Presentation

Faculty of Building, Construction and Engineering Built Environment Degree Programs (BEDP) Learner Centred Professional Competency Assessment Presenters: Cedomir (Chad) Gladovic @elementumc Contributors: Prof. Swee Eng Chen, Rebecca Glass, Chris Cheers 7 th July 2015

Educational Objectives of the BEDP Primary Objectives § Graduates with: – Industry Relevant Knowledge and Attitudes – Independent Learning Skills – Work-ready Professional Skills – Independent Lifelong Learners § Alignment with Problem Based Learning (PBL) Pedagogy

Learning Issues § Variety of Learning Issues Identified § Outcomes were not Optimal § Traditional Assessment was Identify as an Issue Solution = The Professional Competency Assessment Model

Traditional vs. Professional Competency Traditional Assessment Professional Competency Assessment Model The “50% effect” Focus on learning and development of work ready professionals Student strategic responses Emphasis on professional attributes Focus is on marking for Students participate in the administrative purposes assessment of their performance Compartmentalisation of learning Extended learning opportunities and life long learning

The Assessment Process (Overview) Stage 1 Stage 2 Professional Competence Assessment Panel Review for Excellence § Ongoing During Semester § Assessing Learning Performance § Tutor as Facilitator § Award a Ranking Results (Final Grade and Mark for § Assessing Competency the Subject) § Maximising Learning Performances

The Assessment Process Stage 1 Stage 2 Professional Competence Assessment Panel Review for Excellence A1 Preliminary A2 Preliminary A3 Exam A1 Final A2 Final A1/A2 Remedial Y1&2 A1 Self-Assessment A2 Self-Assessment A1 Preliminary A2 Preliminary A3 Q&A A1 Final Y3 A2 Final A1/A2 Remedial Portfolio A1 Self-Assessment A2 Self-Assessment A1 Preliminary A2 Preliminary A3 Exam A1 Final Y4 A2 Final A1/A2 Remedial Portfolio A1 Self-Assessment A2 Self-Assessment

Students and Tutors Obligations

Feedback § Formative Feedback § During Learning (Prior to Assessment) § Qualitative Response that Helps Learner to Improve their Learning (critique, direction, insights) § Summative Feedback § Judgement on Formal Assessments Requirements § Reason for Judgement

Student Results Year 1 (BBE104) 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% N P C D HD T1, 2013 Traditional Assessment T3, 2013 Traditional Assessment T1, 2014 PCA T3, 2014 PCA

Student Results Year 2 (BBE202) 70% 60% 50% 40% 30% 20% 10% 0% N P C D HD T1, 2013 Traditional Assessment T3, 2013 Traditional Assessment T2, 2014 PCA

Student Results Year 3 (BBE301) 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% N P C D HD T1, 2013 Traditional Assessment T3, 2013 PCA - PILOT T2, 2014 PCA

Student Results Year 3 (BBE303) 80% 70% 60% 50% 40% 30% 20% 10% 0% N P C D HD T1, 2013 Traditional Assessment T3, 2013 PCA - PILOT T2, 2014 PCA

Student Results Year 3 (BBE302) 70% 60% 50% 40% 30% 20% 10% 0% N P C D HD T2, 2013 Traditional Assessment T1, 2014 PCA T3, 2014 PCA

Outcomes and Lessons Learnt § Improved Student Outcomes § Alignment of Learning with Subject Objectives § Provides Student’s Input into Assessment Process § Enhance Learning through Reflection § Develops Professional Skills

Questions