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

7th 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 The “50% effect” Student strategic responses Focus is on marking for administrative purposes Compartmentalisation of learning Professional Competency Assessment Model Focus on learning and development

• f work ready professionals

Emphasis on professional attributes Students participate in the assessment of their performance Extended learning opportunities and life long learning

The Assessment Process (Overview)

Stage 1 Professional Competence Assessment Stage 2 Panel Review for Excellence

§ Assessing Learning Performance § Award a Ranking Results (Final Grade and Mark for the Subject) § Ongoing During Semester § Tutor as Facilitator § Assessing Competency § Maximising Learning Performances

The Assessment Process

Stage 1 Professional Competence Assessment Stage 2 Panel Review for Excellence Y1&2 Y3 Y4

A1 Preliminary A1 Final A1 Self-Assessment A2 Preliminary A2 Final A2 Self-Assessment A3 Exam A1/A2 Remedial A1 Preliminary A1 Final A1 Self-Assessment A2 Preliminary A2 Final A2 Self-Assessment A3 Q&A A1/A2 Remedial A1 Preliminary A1 Final A1 Self-Assessment A2 Preliminary A2 Final A2 Self-Assessment A3 Exam A1/A2 Remedial Portfolio Portfolio

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)

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% N P C D HD T1, 2013 Traditional Assessment T3, 2013 Traditional Assessment T1, 2014 PCA T3, 2014 PCA

Student Results Year 2 (BBE202)

0% 10% 20% 30% 40% 50% 60% 70% N P C D HD T1, 2013 Traditional Assessment T3, 2013 Traditional Assessment T2, 2014 PCA

Student Results Year 3 (BBE301)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% N P C D HD T1, 2013 Traditional Assessment T3, 2013 PCA - PILOT T2, 2014 PCA

Student Results Year 3 (BBE303)

0% 10% 20% 30% 40% 50% 60% 70% 80% N P C D HD T1, 2013 Traditional Assessment T3, 2013 PCA - PILOT T2, 2014 PCA

Student Results Year 3 (BBE302)

0% 10% 20% 30% 40% 50% 60% 70% 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