This perceptive quote, attributed to Jerome Bruner (1960, p.14), captures the essence of the UTS model of learning. Authentic learning, authentic assessment and development of graduate attributes beyond disciplinary knowledge are all part of this approach.
How does authentic assessment relate to the portfolio?
Portfolios, journals, internships, exhibitions, discussions and interviews are all vehicles for authentic assessment and portfolios can:
- develop self-reflective and curation skills
- showcase evidence of a developing professional identity
- consolidate evidence of clinical or other professional experience
- exemplify real world evaluation processes (Lombardi 2007).
Ideally, a portfolio will grow across years and across subject knowledge boundaries. The portfolio can be woven into a whole program or delivered in a single subject. In a whole program approach, students can begin to perceive each unit of study as part of a whole rather than an end in itself. This is supported In an interesting study by Pelliccione & Dixon (2008), where students in a Bachelor of Education program reported on this developing awareness. Whether presented over a whole program or within a single subject, the portfolio is an ideal authentic assessment activity to consider in the curriculum.
Does UTS have a portfolio platform?
Here at UTS we have a dedicated portfolio tool embedded within UTSOnline. Students and staff can build as many customised portfolios as they wish and students retain access to this portfolio space beyond graduation,
Interested?
If you would like to know more about implementing a portfolio activity in your subject, read our current help page on portfolio creation and the UTSOnline portfolio assignment. To discuss portfolio ideas and organise a template for students please contact Leslie.McInnes@uts.edu.au.
I look forward to hearing from you!