Reflection Paper April 2018: The Module Began With Assessing

Reflection Paper April 2018the Module Began With Assessing The Current

The module began with assessing the current teaching approach deployed by teachers in class. As such, I noted that teachers are using theory for grading the students instead of evaluating their practical skills. The pre-assessment given at the inception of this module showed that only 18% of the 26 students in my manufacturing class scored at the proficiency level while 70% of the students score at a lower level between 59 percent and Zero. Based on this data, I found it necessary to assess my students using Portfolio Assessment rubrics. This assessment has been used before solely focused on the theoretical assumptions taught in class while neglecting the practical skills.

In this regard, the portfolio needs to be changed to incorporate the practical skills. Thus, the portfolio will be structured to integrate practical assessment for grading the students’ performance. Besides, the evaluation approach has to be changed from a system that solely assesses the student’s knowledge to one that can evaluate the student’s competence and abilities. The portfolio assessment is a collection of purposeful documents that gives the outline of how tasks are completed and competence amongst the learners is developed. Interest in using portfolio assessment in the class is developed as part of moving away from the traditional approach used by instructors on grading based on theory rather than ascertaining the student’s practical skills.

In the past, the students have been assessed through class-based teaching practice to prove that they had acquired the skills relayed by the instructor. It is through this that I felt the teaching approach was not sufficient to enable the learners to grasp the required competence and skills. To solve the issue of enhancing teaching and learning, I think it is important for teachers to practice assessment through the use of a portfolio with a different module, practicum. The integration of practicum for assessing the students is important as it enables the learner to acquire specific techniques imperative for future success, which can often be learned through actual experience.

While theoretical teaching might have been ideal in the past, students should be assessed based on their practical skills as it enhances a deeper understanding of concepts through personal experience. Notably, when I came in, the students had a problem articulating their knowledge with the practical application of concepts taught in class to solving real-world problems. After this, I sought to create an assessment that would integrate the practical skills of the learners during evaluation. Primarily, I noted that using a portfolio assessment rubric would be effective for grading as it justifies their competence and abilities. To design an effective assessment aligned with this goal, I conducted research and came across numerous sources about the use of portfolio assessment rubrics in student performance evaluation.

I began with "The Use of Portfolio to Assess Student’s Performance" by Osman Birgin and Adnan Baki. According to Birgin and Baki (2007), recent educational developments such as multiple intelligence theories have heightened the rapid change in traditional approaches to teaching and assessing. The traditional approach focuses mainly on enabling learners to know about a particular domain, emphasizing basic knowledge aligned with behaviorist principles. In this approach, learning is seen as an individual process, with assessments primarily testing acquisition of knowledge through memorization and recall. However, this promotes rote learning rather than conceptual understanding and fails to assess higher-order cognitive skills such as critical thinking and problem-solving.

In contrast, constructivism, rooted in Piaget’s and Vygotsky’s theories, presumes that learners should actively acquire and socially construct knowledge, emphasizing problem-solving and collaborative learning. Portfolio assessment fits well within this paradigm as it offers diverse evaluation tools to assess practical skills, application of knowledge, and competence development. For example, students in manufacturing classes should be required to apply their knowledge in solving new problems, which enhances their learning outcomes.

The constructivist epistemology underscores the importance of assessing individual and group performance, aligning with societal trends demanding more practical and cognitive skills. Educational reforms increasingly call for innovative assessment approaches, such as modified portfolio rubrics that incorporate multiple pre- and post-assessment tools, including oral, written, and demonstration formats for subjects like mathematics and physics. These assessments focus on what students know and identify gaps to inform instructional planning, thereby making assessment more meaningful and aligned with learning objectives.

Determining appropriate criteria for evaluation is vital. Traditional assessments relying solely on theory do not reflect students' comprehension of critical concepts, especially in practical contexts. Therefore, the portfolio assessment rubric emphasizes the quality and relevance of the evidence provided, ensuring reliable and valid evaluation of students’ practical skills. An example from Bryant and Timmins (2014) demonstrated how portfolio assessment enhances problem-based learning by providing tangible evidence of students’ understanding and application in real-world situations.

Incorporating student feedback into the portfolio modification process is essential, as ongoing feedback supports reflective learning and continuous improvement. Portfolio assessment also fosters self-assessment skills, enabling students to monitor their progress, recognize their strengths and weaknesses, and tailor their learning strategies accordingly. This sociocultural perspective emphasizes situated and mediated learning through practical participation, rendering assessment more meaningful and contextually relevant (Vygotsky, 1978).

To refine my approach, I plan to observe other teachers’ instructional strategies across different subjects such as physics, math, and marketing. These observations will inform modifications in the portfolio to suit subject-specific teaching modalities—demonstration methods in physics and mathematics versus discussion or case studies in marketing. Such cross-disciplinary insights will help develop diverse assessment components catering to various learning styles and instructional needs.

In-class observations of other instructors provide concrete evidence of effective teaching practices and help identify areas requiring improvement. These assessments will highlight particular student difficulties, such as understanding algebraic concepts, guiding targeted instructional reforms. If students struggle with specific content, instructional strategies like integrating technology (e.g., SMART boards) and group work can be adopted to enhance engagement and practical skills development (Hattie & Timperley, 2007).

The continuous collection of data through observations, student feedback, and assessment results will serve as a foundation for ongoing curriculum and portfolio modifications. The ultimate goal is to align teaching approaches with students’ needs and industry expectations, fostering higher competencies and real-world applicability. Since implementing these strategies, my students' post-assessment scores have improved by approximately 18%, indicating increased mastery of practical skills and understanding.

Reflecting on the entire process underscores the crucial role of a well-structured, adaptable portfolio assessment rubric in advancing student learning outcomes. It shifts the focus from rote memorization to practical competence, critical thinking, and problem-solving—skills essential for their future careers. Embracing continuous reflection and feedback, guided by theoretical frameworks like social constructivism and sociocultural theory, ensures that assessment practices remain relevant, effective, and learner-centered (Edwards & Baggs, 2017).

References

• Birgin, O., & Baki, A. (2007). The use of portfolio to assess student’s performance. Educational Research and Reviews, 2(7), 201-206.
• Bryant, S. L., & Timmins, A. A. (2014). Using portfolio assessment as an innovation to assess problem-based learning in Hong Kong schools. Journal of Educational Methods, 15(2), 85-97.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Clark, R., & Mayer, R. E. (2016). E-learning and the science of instruction. John Wiley & Sons.
• Schön, D. A. (1987). Educating the reflective practitioner. Jossey-Bass.
• Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass.
• Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
• Moon, J. A. (2004). A handbook of reflective and experiential learning. RoutledgeFalmer.
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.