Fontys pulsed measuring and assessing (learning) development en v1

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PULSED MAGAZINE MEASURING AND ASSESSING (LEARNING) DEVELOPMENT N r. 4-2018 Versie 1.0

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pulsed you are a designer


Preface The Technology, Entrepreneurship and Creativity (TEC) education offer consists of various thematic modules. In all these modules, you work on a challenge. During this challenge, you will work according to the Design-Based-Learning approach, which in many cases leads to a physical product. This document describes how Fontys PULSED gives shape to the measurement and assessment of your (learning) development.

POWE RE D B Y

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Index

Preface

6

Design-Based-Learning

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The talent developing approach

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The portfolio

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Fontys PULSED about measuring and assessing

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Materialize & portfolio

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Challenges with a meet & show moment

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Regular individual development-oriented coaching

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Portfolio assessment(s)

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Appendix 1

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Appendix 2

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Appendix 3

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Design-Based-Learning


Resume During a TEC module, you will actively work with challenges using Design-Based-Learning. This allows you to develop in three areas: 1) You can apply the elements of Design-Based-Working better and better with increasingly complex challenges; 2) You are more and more aware of your talents (and motivation, curiosity, points of interest, pitfalls) and you learn to understand in which way you learn the best; 3) You develop on the learning outcomes and underlying aspects of a TEC module, so that you reach the desired level at the end of the module. The measurements give you insight into your development, so you can name what you are good at and on which points you can develop yourself. As a student, you get a continuous flow of feedback, feed-up and feedforward, which you can take with you to the next challenge. In addition, you will gain insight through assessments to what extent you have reached the desired final level and this will also determine whether you will be awarded credits. By measuring and assessing we support you in these three development areas: Elem e nts of Design-Ba s e d -Wo rk i n g •

You app ly th e elements to th e challen ge s ove r a n d over ag a i n , a n d g a i n new exp e ri e n ce s .

With eve ry c h a lle n ge , a TEC exp e rt g i ve s you fe e d b a c k o n these e le m e nts via the v i ew i n g fram ewo rk *

Based o n th i s feedbac k yo u c a n further d eve lo p and try o u t n ew applic ati o n s fo r th e nex t c h a lle n ge .

* The view i n g fra m ewo rk can be foun d i n Ap p e n d i x 1

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Di s cove r yo ur t a l e nt s a n d u n de rs t a n d h ow yo u l e a r n ef fe c t i ve l y •

Yo ur pe rs o n a l co a c h a s ks yo u qu e s t i o n s a bo ut yo ur l e a r n i n g ex pe r i e n ce s , i n re l at i o n to t h e l e a r n i n g o utco me s . Th ro ugh t h e s e co nve rs at i o n s yo u get i n s i ght s i nto yo u r t a l e nt s a n d be s t way of l e a r n i n g.

Dur i n g t a l e nt c l a s s e s yo u a l s o ga i n i n s i ght i nto yo u r t a l e nt s , qu a l i t i e s a n d pi t fa l l s

In t h e i nte grat i o n i n yo u r po r t fo l i o yo u de s c r i be t h e i n s i ght s yo u h ave ga i n e d a bo ut yo ur t a l e nt s a n d t h e way yo u l e a r n ef fe c t i ve l y.

Le a r n i n g o u tco me s and u n de r l y i n g a s pe c t s •

In t h e c h a l l e n ge s yo u go t h ro ugh ce r t a i n pro ce s s e s a n d deve l o p pro du cts t h at po s s i bl y l e a d to s uppo r t i n g do c ume nt s (ev i de n ce);

Yo u bu n dl e t h e s e s u ppo r t i n g do c ume nt s (ev i de nce) i n a po r t fo l i o , ex pl a i n i n g h ow t h ey prove a ce r t a i n l e a r n i n g o u tco me .

In t h e i nte r i m a n d f i n a l a s s e s s me nt , we w i l l i n di c ate w h et her yo u h ave s u f f i c i e ntly deve l o pe d o n t h e l e a r n i n g o u tco me s a n d w h at po s s i bl e po i nt s of at te nt i o n a re s t i l l t h e re .

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Design-Based-Learning In all teaching modules, the basis of learning is the personal wonder of the unknown, the frustration of a problem or the feeling that something else or better can happen. This gives you the opportunity to start the design process motivated and thereby your learning process. You choose your own learning path and you learn to use your own talents. With this, you learn to take responsibility for your process and show what you learn. In this process, as a student with an entrepreneurial attitude, you can use research skills and design skills to develop new products and to gain new knowledge and insights. You learn * to think as an entrepreneur; to start looking at research from wonderment, to speak to people, to try things out, to test, to adjust and to continuously ask for feedback. * There is a separate explanation with an extensive (evidence-based) explanation of the Fontys PULSED Design-Based Learning approach.

The talent developing approach Attention to your talent ensures that you are put in situations in which you are allowed to take responsibility yourself. In these dynamic situations from challenge to action, you are encouraged to show or leave out all kinds of natural and taught behavior. By working in this way, you also become curious about more personal issues regarding motivation, impact, learning, talent, qualities and limitations. Taking responsibility and stimulating curiosity leads to new experiences. In gaining these new experiences, you will receive support from a personal coach in (learning by yourself) developing and recording knowledge, skills, experiences and behavior.** To support the coaching sessions, you will also be offered teaching methods that stimulate you to be guided more by your natural curiosity, under the heading of talent development. In addition to gaining knowledge, you have to learn how to think about 'why you do things the way you do.' You will connect intrinsic arguments, you will dare to take a stand and link arguments to your own values. ** there is a separate explanation in which the Fontys PULSED working method in relation to talent development education is extensively described.

The portfolio The portfolio in which you demonstrate the learning outcomes and underlying aspects is used for your final assessment and the awarding of credits. The portfolio consists of two parts: the learning outcomes part and the integration. Learning outcomes-part of the portfolio Here you describe per learning outcome: 1) your development, 2) the end result of your development, 3) what evidence this development and thus the end result show. We assess each learning outcome by 5 criteria, for which you can get 0 (unsatisfactory), 1 (sufficient) or 2 points (good). You have sufficiently demonstrated the learning outcome for at least 6 points. The detailed assessment criteria can be found in the rubric in appendix 2. The integration In the integration you describe: 1) how you dealt with your mistakes, 2) how you apply learning experiences, 3) what circumstances you need to come up with new learning experiences and 4) how you want to work with these insights in the future . The assessment criteria for this can be found in Appendix 3.

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Fontys PULSED about measuring and assessing We like to see that you are the owner of your own learning process. That is why Fontys PULSED chooses to give you a certain amount of freedom and responsibility. During the education program, you will be supported in developing skills that are related to this freedom and responsibilities. As a student, you will have the opportunity to determine what you want to learn in the offered challenges. This ever-increasing freedom is accompanied by an increasing responsibility in the way in which you shape and demonstrate your learning development. We support this learning process by measuring and assessing. The measurements give insight into your development, so you can identify what you are good at and on which points you can develop yourself. As a student, you get a continuous flow of feedback, feed-up and feedforward, which you can take with you to the next challenge. In addition, you will gain insight through assessments to what extent you have reached the desired final level and this will also determine whether you will be awarded credits. As a student, you get a continuous flow of feedback, feed-up and feedforward, which you can take with you to the next challenge. In addition, you will gain insight through assessments to what extent you have reached the desired final level and this will also determine whether you will be awarded credits. Level determination The TEC modules that Fontys PULSED performs are linked to the higher professional education framework. This higher professional education framework has three levels: Propedeuse, Main Phase and Graduation level. Both in developing the learning programs and in the method of measuring and assessing these levels are taken into account. The differences between the three levels are described on the basis of three characteristics: context, task and independence. The details of these three characteristics can be found in the table below:

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Pro p e d e u s e l eve l

Ma i n ph a s e l eve l

Gra du at i o n level

Where: th i s i s th e contex t in w h i c h you are ac ti ve a s a student.

A s i m p le , s tr u c t ure d a n d m o n o d i s c i pl i n a r y co ntext, w i t h a l ot of d i re c ti o n , e s pe c i a l l y i n th e e d u c ati o n a l wo r l d.

A mo re co mpl ex , n o n -s t r uc t ure d a n d mu l t i di s c i pl i n a r y co ntex t , w i t h gui da n ce , a n d w i t h a l te r n at i o n bet we e n t h e ' re a l ' a n d t h e e du c at i o n a l wo r l d.

A ve r y co mpl ex , un s t r uc t ure d a nd i nte rdi s c i pl i n a r y co ntex t u n kn ow n to t h e s t u de nt , i n w hi ch yo u h ave to t h i nk and do i n de pe n de ntly i n t h e ' re a l ' wo r l d.

What: the s e a re th e task s / ac ti v i ti e s th at you carry o u t a s a student.

Ac ti n g o p e rat i o n a l l y : Yo u wo rk wi t h ex i s t i n g s tru c tu re s a n d m o d e ls . Yo u a n a l y ze s i tu ati o n s a n d i de nt i f y b ottle n e c k s .

Ac t i n g s t rate gi c a l l y : Yo u c a r r y o ut co mpl ex bu t s t r u c t ure d t a s ks / a c t i v i t i e s . Yo u a ppl y prov i de d met h o ds to c h a n gi n g s i t u at i o n s a n d s h ow t h e m i n t h e e du c at i o n a l wo r l d.

St rate gi c f u t ure a c t i n g: yo u c a r r y o ut co mpl ex a n d un s t r uc t ure d t a s ks / a c t i v i t i es. Su gge s t i o n : yo u l a u n c h a n i n n ovati on i n t h e re a l wo r l d for fu t u re p ro b l e m s / opportunities.

How: this re p re s e nts the indepen d e n ce th at you show a s a s tu d e nt, linked to t h e ta s k a n d contex t.

Fro m a co a c h i n g le a rn i n g e nv i ro n me nt (o n offe r) yo u get a vi ew of yo u rs e l f a n d yo u r ow n d eve l o pme nt a s a s tu d e nt . Yo u w i ll a ls o re ce i ve i nte n s i ve g u i da n ce a n d co lla b orat i o n w i th oth e r st ude nt s i n p ro j e c t te a m s .

Fro m a co a c h i n g l e a r n i n g e nv i ro n me nt , yo u co nt ro l yo u r ow n deve l o pme nt (mi x of s u ppl y / de ma n d). Th e gui da n ce i n co l l a bo rat i o n s h i f t s towa rds co a c h i n g, yo u get mo re s pa ce a s a s t u de nt to gi ve yo u r ow n i nte r pret at i o n to t h e co l l a bo rat i o n .

Fro m a n a uto n omo us l e a r n i n g e nv i ro nment, yo u a s k fo r co a c hi ng . Yo u a re re s po n si ble fo r yo u r ow n deve l o pme nt . Yo u j us t i f y a gre e me nts and t h e wo r ki n g metho d fo r co o pe rat i o n duri ng a n d af te r t h e l earni ng pro ce s s .

Learning outcomes In the introduction, it was already described that the Fontys PULSED education offer consists of different modules. In a module, you gain experiences that enable you to achieve certain learning outcomes. A learning outcome is a result of your learning. The learning outcomes include things you need to know, understand and be able to function properly in your future career. Many of PULSED's educational programs allow you to develop in a specific role in the professional field and less for a specific profession. In addition to learning outcomes that you need to function in a specific role, you also work on learning outcomes that are necessary to be able to take a follow-up step in your educational program. The learning outcomes are used when designing an educational program. For you as a student, the learning outcomes make clear what you could get out of the curriculum. By participating in the curriculum, you will learn all sorts of learning experiences. With these learning experiences, you can develop enough evidence to achieve the desired learning outcomes. Note: If you can demonstrate the achievement of the learning outcomes, the corresponding level has also been achieved and thus you will receive credits. Concretization of learning outcomes in aspects The learning outcomes are described globally and comprehensively. They are broken down into different aspects. Based on these concrete elaborations, you can decide for yourself with which products / evidence you can demonstrate the realization of the learning outcomes. FONTYS PULSED - MEASURING AND ASSESSING (LEARNING) DEVELOPMENT

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Materialize & portfolio



Materialize & portfolio The educational program has been designed in such a way that it logically leads to concrete products. As a student, you are responsible for building a portfolio in which you gather evidence of your learning process. The collection of supporting documents in the portfolio with the substantiation with which the learning outcomes are demonstrated is called materialization. In order to prove the achievement of the learning outcomes, you will also have to provide some explanation with the supporting documents. The measurement and assessment moments in the curriculum In each module Fontys PULSED builds the program through Design-Based-Learning. The following moments are important in the context of measuring and assessing: 1. Various challenges with a show moment; 2. Bi-weekly individual development-oriented coaching; 3. One or more portfolio assessments. These three types of measurement and assessment moments are explained below.

Challenges with a meet & show moment Every program of an education module is structured in such a way that you are given the chance to participate in measurement moments. It is about getting an opportunity! This education is based on the student who regularly searches for feedback. That is why feedback is always linked to the moment at which the proceeds of a challenge are shown. Programming The duration of the challenges and thus the number of show moments differs per module. We strive for a meet / show moment every three weeks. Measuring moments The design-oriented approach has a number of essential elements that always come back in every challenge you carry out. During the measurement moments, the lecturers give feedback, feed-forward and feed-up based on these elements. To support you and the teachers in this, a viewing framework has been developed in which these elements have been developed. It concerns the following elements: • • • • • • • •

Analysing the problem Verifying your assumptions Involving the expected users Exploring possible solutions Determinging the feasibility of these solutions Prototyping and testing the solutions Designing for impact Working interdisciplinary

The detailed elaboration can be found in Appendix 1: Viewing framework: Design-Based-Working

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Who is this viewing frame and how can you use it? First of all, you can use this viewing framework to determine for yourself to what extent you apply Design-Based- Working. Because the elements from the viewing frame come back to each challenge, you can look back to previous challenges to see how you have applied each element and where you can still improve. The viewing framework is also used by TEC experts and coaches in giving feedback. The aim of the viewing framework is to make you aware of possible blind spots or imperfections as a student and is therefore not intended to assess you. Using the viewing framework, you get feedback from the TEC experts and coaches in three ways: • What was your goal? (feedback) • What did you want to reach or do? (feed-up) • What is the next step, what can you do better during the follow-up? (feed forward) Note: during a measurement moment, you will not receive any marks or credits. Nor do you receive an oral or written commitment for a pass. The aim is to give you targeted feedback in applying the principles of Design-Based-Working. If you subsequently apply this feedback in a good way, you will get the right experiences and collect relevant evidence to be able to meet the learning outcomes. The feedback you receive during the measurement moments is very valuable to include in your portfolio. The formative feedbacks, supplemented by the lessons you draw from them and the actions you subsequently undertake, will be visible in your portfolio through integration. Role of the feedback provider There are several teachers active as TEC experts. Depending on the moment of measurement and the associated emphasis on a knowledge area, a TEC expert gives feedback / feed forward / feed-up to you as a student.

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Regular individual development-oriented coaching You can always use your personal coach who regularly takes time (development-oriented) to look with you at the translation of your learning experiences to the learning outcomes. The coach asks you questions about the process and the end products of the challenge, so that you can put unconscious knowledge and insights into words and make them concrete. You can then use this knowledge and insight to demonstrate the learning outcomes. This creates a connection between the end products of a challenge and the learning outcomes. You will use the talks with your coach to convert the experience of the challenges to insights about your own strengths and talents and your own limitations. Finally, the conversations with the coach will help you to become curious about the way you learn and to challenge you to try out new forms of learning. It is possible that you have collected material from work or other activities that fits the portfolio to show a learning outcome. This material can also be used as evidence if it is current (during the education module).

Portfolio assessment(s) At the end, for each learning outcome it will be assessed whether it has been achieved. With a portfolio full of supporting documents (evidence), you show how you have achieved the learning outcomes. If a learning outcome is sufficiently demonstrated, you will receive credits. The decision on this is taken during a specific assessment moment and in consultation with various assessors. Your personal coach is not part of this assessment moment. Portfolio The collection of the supporting documents (evidence) takes place in a digital portfolio. You are responsible for the correct choice of evidence to make clear that you meet the learning outcome. To make a (summative) assessment possible, a number of minimum requirements apply to the portfolio: •

In addition to end products, the portfolio mainly includes (many) prototypes from previous stages. Only with this portfolio you can make the improvements visible.

You explain what the various supporting documents entail and how they demonstrate the learning outcomes and underlying aspects (a1, a2, a3 etc.). You also indicate how the supporting documents are interrelated. This may be in writing, but other forms are allowed, such as an animation or a vlog.

There is an up-to-date integration in which you briefly summarize how and especially what you have developed yourself. Consider, for example, the influence of the previous feedback that you received on partial products. In the integration, you can tell how you dealt with this feedback and what this means for your development in terms of Design-Based-Working, and contentwise in relation to the different learning outcomes.

Assessment of learning outcomes Whether or not the learning outcome is achieved is determined by using a rubric with 5 criteria. (see Appendix 2). The assessment of each criterion is given on a three-point scale. Insufficient, sufficient or good. Insufficient = 0 points, sufficient = 1 point and Good = 2 points.

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You have achieved a learning outcome when you have scored 6 points or higher on the criteria. In order to receive the credits that are part of the assessment moment, the general rule is that at least 80% of the learning outcomes must be achieved in a final assessment. In an interim assessment, this percentage may be lower, but then the portfolio and the supporting documents must still be in order at the last assessment moment. The assessment takes place against the background of the current learning outcomes and the associated aspects. You will receive an explanation of the criteria in the first weeks of the educational program and in the interviews with your coach. Integration It is important that you include an integration when you submit your portfolio for an assessment moment. In this integration, you briefly explain what made your developed yourself in Design-Based-Working and on the different learning outcomes. During the assessment moments on the learning outcomes of a module you also get feedback, feed up and feedforward on how explicitly you can share these insights and experiences. The viewing framework used for this can be found in Appendix 3. Role of the assessor The assessor of the portfolio is preferably independent. This means that the TEC experts who were involved in the interim measurement moments are not the ones who take the final decision to award the credits. This ensures that you have to think carefully about how you shape the portfolio and associated supporting documents. These must be so clear and concrete that an independent assessor sees your competence. Of course, an assessor relies on the portfolio, but he can also ask for advice and insights from the TEC experts.

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Appendix 1 Viewing framework: Design Based Working

Anal ysing the prob le m

Ver ify ing you r assumpt ion s

Invol vin g t h e expec ted u s e rs

E xpl or ing p os s ib le sol ution s

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E xp e rt

Profe s s i o n a l

Be gi n n e r

Yo u a n a lyze a p ro bl e m th o ro u g h ly, lo o k at t h e p ro b le m fro m a w i de ra n ge of p e rs p ec t i ve s , re s u lti n g i n a va r i et y of i n s i g hts a b o u t b oth th e co re of t h e p ro b le m a n d th e effe c ts of th e pro bl e m at d i ffe re nt leve l s a n d / o r a c to rs .

Yo u a n a l y ze a pro bl e m mi n i ma l l y, l o o k at t h e pro bl e m f ro m t wo pe rs pe c t i ve s , w h i c h re s ul t s i n s o me i n s i ght i nto bot h t h e co re of t h e pro bl e m a n d t h e ef fe c t s of t h e pro bl e m at di f fe re nt l eve l s a n d / o r a c to rs .

Yo u do n ot a n a l y ze a pro bl e m, l o o k at t h e pro bl e m f ro m a s i n gl e pe rs pe c t i ve , w h i c h re s ul t s i n mi n i ma l i n s i ght s a bo u t bot h t h e co re of t h e pro bl e m a n d t he ef fe c t s of t h e pro b lem at di f fe re nt l eve l s and / o r a c to rs .

Yo u a re awa re of yo u r ow n a s s u m pti o n s , h ave ve ri fi e d w h et h e r yo u r a s s u m pti o n s a re we ll- fo u n d ed a n d h ave ve ri fi e d w h et h e r yo u r a s s u m pti o n s a l s o o cc u r w i th th e ot h e r p a rti e s i nvo lved.

Yo u a re s o mew h at awa re of yo ur ow n a s s u mpt i o n s , a n d / o r yo u h ave ve r i f i e d w h et h e r yo u r a s s u mpt i o n s a re we l l fo u n de d a n d / o r h ave ve r i f i e d w h et h e r yo u r a s s u mpt i o n s a l s o o cc ur w i t h t h e ot h e r pa r t i e s i nvo l ve d.

Yo u a re n ot awa re of yo ur ow n a s s umpt i o ns, a n d / o r yo u h ave at l e a s t ve r i f i e d w h ether yo ur a s s umpt i o n s a re we l l -fo un de d a n d / o r h ave n ot ve r i f i e d w h et h e r your a s s u mpt i o n s a l s o o cc ur w i t h t h e ot h er pa r t i e s i nvo l ve d.

Yo u wo rk a c ti ve l y togeth e r a n d / o r d e s i g n w i th d i f fe re nt typ e s of u s e rs du r i n g th e d e s i g n p ro ce s s .

A s ks fo r t h e i n pu t of t h e u s e rs at di f fe re nt s t a ge s of t h e pro ce s s a n d di s t i n gu i s h e s di f fe re nt t y pe s of us e rs .

Do e s n ot us e t h e i nput of t h e u s e rs i n mo re t h a n 2 ph a s e s of t he de s i gn ba s e d de s i g n pro ce s s .

Co m e s w i th a w i de ra n ge of p o s s i b l e s o lu ti o n s , fro m a m u lti d i s c i p li n ar y a p p ro a c h . Th e s e s o lu ti o n s h ave be e n wo rke d o u t i n a co n s i s te nt m a n n e r o n a ll re leva nt a s p e c t s .

Co me s w i t h t wo po s s i bl e s o l u t i o n s , i n c l udi n g s o l ut i o n s t h at co nt a i n di f fe re nt pe rs pe c t i ve s a n d di s c i pl i n e s t h a n t h o s e of t h e s t ude nt . Th e s e s o l ut i o n s h ave be e n wo r ke d o u t i n a co n s i s te nt way o n s eve ra l a s pe c t s .

Co me s w i t h 1 po s si ble s o l ut i o n s , a ppro pr i ate to t h e s t u de nt 's ow n pe rs pe c t i ve o r di s c i pl i n e . Th i s s o l ut i o n h a s be e n wo r ke d o ut at a basi c l eve l .

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Continuation appendix 1 E xp e rt

Deter minging t h e feasibil ity of th e s e sol utions

Prototy ping and testing th e sol utions

Wor k interdis c iplin ary

Profe s s i o n a l

Be gi n n e r

Th ro u g h ly i nve st i gate s th e fe a s i b i li ty of :

E x a mi n e s re a s o n a bl y t h e fe a s i bi l i t y o n :

Do e s n ot i nve s t i gate t h e fe a s i bi l i t y o n :

affo rd a b i li ty,

af fo rda bi l i t y,

af fo rda bi l i t y,

ava i la b le ti me ,

ava i l a bl e t i me ,

ava i l a bl e t i me ,

s u s ta i n a b i li t y a n d ava i la bi l i t y of m ate ri a l a n d re s o u rce s

s us t a i n a bi l i t y a n d ava i l a bi l i t y of mate r i a l a n d re s o urce s

s us t a i n a bi l i t y a n d ava i l a bi l i t y of mate r i a l a n d re s o urce s

n e ce s s a ry p rofe s s i o n a l l eve l .

n e ce s s a r y profe s s i o n a l l eve l .

n e ce s s a r y profe s s i o n a l l evel.

Cre ate s exte n s i ve p rototyp e s w i th d i ffe re nt re leva nt fu n c ti o n a li ti e s a n d c a n te s t th e s o lu ti on s o n d i ffe re nt a s p e c t s .

Cre ate s t wo protot y pe s w i t h di f fe re nt re l eva nt f un c t i o n a l i t i e s a n d c a n te s t t h e s o l u t i o n s o n a few a s pe c t s .

Cre ate s 1 s i n gl e protot y pe w i t h l i mi ted f un c t i o n a l i t y a n d c an te s t t h e s o l u t i o n s on a l i mi te d l eve l .

Wo rk s i nte rd i s c i p li n a ry a n d u s e s i nte n s i ve i n s i ght s fro m oth e r d i s c i pl i n e s .

Wo r ks i n a mul t i di s c i pl i n a r y way a n d t a ke s s uf f i c i e nt a cco u nt of i n s i ght s f ro m ot h e r di s c i pl i n e s .

Wo r ks f ro m h i s / h er ow n di s c i pl i n e a n d o n l y ma rgi n a l l y t a kes i nto a cco unt i n s i ghts f ro m ot h e r di s c i pl i nes.

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Appendix 2 Assessment criteria for each learning outcome Assessing a learning outcome, based on the portfolio containing evidence and accountability linked to the aspects of that learning outcome. Criteri u m

Com plete n e s s

Develo p m e nt

Res u lt

Eviden ce

Transpa re n c y

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Go o d ( 2 p o i nt s)

Suf f i c i e nt ( 1 po i nt )

In s u f f i c i e nt (0 poi nts)

All a s p e c ts of t h e le a rn i n g o u tco me a re a d d re s s e d i n bot h s u p p o rti n g d o c ume nt s (ev i d e n ce) a n d a cco u nta b i li ty.

Mo s t of t h e a s pe c t s of t h e l e a r n i n g o u tco me a re cove re d i n s u ppo r t i n g do c ume nt s (ev i de n ce) a n d a cco unt a bi l i t y.

Mo s t a s pe c t s of t he l e a r n i n g o utco me a re n ot de a l t w i t h i n s u ppo r t i n g do c uments (ev i de n ce) a n d / o r a cco unt a bi l i t y.

Th e s tu d e nt sh ows h i s d eve lo p m e nt o n t h e a s p e c ts of th e l e a r n i n g o u tco m e . Th e s t ude nt b a s e s h i s / h e r ow n exp e ri e n ce s o n t h i s , b u t a ls o co ntra s t s w i t h fe e d b a c k fro m fe l l ow s tu d e nts , c li e nt s a n d T EC exp e rts .

Th e s t u de nt s h ows to a l i mi te d ex te nt h i s deve l o pme nt o n t h e a s pe c t s of t h e l e a r n i n g o u tco me . Th e s t ude nt ma i n l y re l i e s o n h i s ow n ex pe r i e n ce s , o cc a s i o n a l l y s u ppl e me nte d w i t h fe e dba c k f ro m fe l l ow s t u de nt s , c l i e nt s a n d TEC ex pe r t s .

Th e s t u de nt s h ows i n s uf f i c i e nt o r i n co mpl ete deve l o pme nt o n t he a s pe c t s of t h e l e arni ng o u tco me . Th e s t udent o n l y re l i e s o n h i s ow n a s s u mpt i o n s , o bs e r vat i o n s a n d ex pe r i e n ce s . Th e fe e dba c k f ro m ot hers i s ba re l y i nvo l ve d i n this.

Th e s tu d e nt sh ows w h e re h e u lti m ate l y s ta n d s w i th rega rd to th i s le a rn i n g o u tco me , w h at h e c a n d o we l l , a n d w h at h e c a n i m p rove .

Th e s t u de nt s h ows s o mew h at w h e re h e u l t i mate l y s t a n ds w i t h re ga rd to t h i s l e a r n i n g o u tco me , w h at h e c a n do we l l , a n d w h at h e c a n i mprove .

Th e s t u de nt do e s n ot s h ow w h e re he u l t i mate l y s t a n ds w i th re ga rd to t h i s l e a r ni ng o u tco me , w h at h e can do we l l , a n d w h at he c a n i mprove .

Th e s u p p o rti n g d o c u m e nts (ev i de n ce) to w h i c h th e s t ude nt refe rs , s u p p o r t s h i s s to ry a n d s h ows t h e le a rn i n g o u tco me a n d u n d e rlyi n g a s p e c t s s u ffi c i e ntly.

Th e s u ppo r t i n g do c u me nt s (ev i de n ce) to w h i c h t h e s t ude nt refe rs , s uppo r t s o mew h at h i s s to r y a n d s h ow to s o me ex te nt t h e l e a r n i n g o u tco me a n d u n de r l y i n g a s pe c t s .

Th e s u ppo r t i n g do c u me nt s (ev i de nce) to w h i c h t h e s t udent refe rs , s uppo r t h i s s to r y to a mi n i mum a n d do n ot s h ow the l e a r n i n g o utco me and u n de r l y i n g a s pe c ts.

In h i s s u b s ta nt i at i o n , th e s tu d e nt m a ke s a c le a r d i s ti n c t i o n b etwe e n fa c ts, exp e ri e n ce s , h i s ow n i d e a s a n d t h e o b s e rvati o n s / fe e d b a c k fro m ot h e rs .

In h i s s u bs t a nt i at i o n , t h e s t ude nt ma ke s a l i mi te d di s t i n c t i o n bet we e n fa c t s , ex pe r i e n ce s , h i s ow n i de a s a n d t h e o bs e r vat i o n s / fe e dba c k f ro m ot h e rs .

In h i s s u bs t a nt i at io n, t h e s t ude nt ma ke s no di s t i n c t i o n bet ween fa c t s , ex pe r i e n ce s, h i s ow n i de a s a n d t h e o bs e r vat i o n s / fe e dba c k f ro m ot hers.

FONTYS PULSED - MEASURING AND ASSESSING (LEARNING) DEVELOPMENT


Appendix 3 Assessing the integration Criteri u m

Su ffi c i e nt

In s uf f i c i e nt

Development a s a design-bas e d wo rke r

Yo u h ave m a de go o d u s e of fe e d b ac k o n d e s i g n - b a s e d wo r ki n g.

Yo u h ave ma de mi n i ma l u s e of fe e dba c k o n de s i gn ba s e d wo r k.

Consciousl y le a rn i n g from m ista ke s .

Yo u exp la i n w h at yo u h ave le a rn e d f ro m "m i s ta ke s " ma de .

Yo u w i l l co nt i n ue to do yo u r be s t to avo i d ma ki n g mi s t a ke s . Yo u do n ot wa nt to us e t h e mi s t a ke s ma de .

Being aware of th e yield of lea rn i n g ex perience s .

Yo u m e nti o n w h at t h e le a rn i n g exp er i e n ce s h ave b ro u g ht yo u s o fa r, a n d w h at yo u exp e c t th e s e l e a r n i n g exp e ri e n ce s w i l l br i n g i n th e fu tu re.

Yo u do n ot re cogn i ze l e a r n i n g ex pe r i e n ce s o r yo u do n ot n a me a ppl i c at i o n s of yo u r l e a r n i n g ex pe r i e n ce s fo r t h e f ut ure .

Awareness of circum stance s th at affect your le a rn i n g .

Yo u m e nti o n w h i c h c i rc u m s ta n ce s p o s i ti ve ly s u ppo r t yo u r way of l e a r n i n g.

Yo u do n ot re cogn i ze t h e i mpa c t of c i rc u ms t a n ce s o n yo u r l e a r n i n g o r o n l y me nt i o n c i rc u ms t a n ce s t h at do n ot f i t .

FONTYS PULSED - MEASURING AND ASSESSING (LEARNING) DEVELOPMENT

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