Designing Assessment with PebblePad
Four presentations from an in-house PD day at La Trobe University on 19 July 2018
- Assessment feedback in Oral Health
- Ron Knevel, Course Coordinator, Bachelor of Oral Health Sciences, La Trobe University
This presentation focuses on a new way to support oral health science students to develop ongoing reflective practice to maintain professional competence and support certification of competence. It explains how the introduction of an eportfolio can drive curriculum developments and support changes to content delivery. It aims to address the benefits of using an eportfolio framework (within PebblePad) to improve transparency of feedback systems and to monitor student progress in real time.
- Clinical assessment in Dietetics
- Andrea Bramley, Course Coordinator, Nutrition and Dietetics, La Trobe University
This presentation outlines the development and implementation of a novel assessment method, “Entrustable Professional Activities”, in an eportfolio with embedded student self assesssment. A custom PebblePad workbook was designed to facilitate assessment for learning on professional placements in Dietetics and enable a data driven approach to collect and analyse how students learn on placement that can feedback into curriculum design.
- Learning journals in Biomedical Science
- Jodie Young, Associate Lecturer, Biomedical Science, La Trobe University
This presentation describes the use of PebblePad as a weekly reflection tool for a first year Biomedical Science subject. Students were asked to answer questions on the work they had just completed to fine-tune their understanding.
- Video assessment in Occupational Therapy
- Chris Bruce, Lecturer, Occupational Therapy, La Trobe University & Mark Derbyshire, Educational Designer, La Trobe University
The presentation aims are to:
1. Describe the process of developing a video based assessment task for students studying Occupational Therapy;
2. Outline the challenges of using video as a medium;
3. Summarise student feedback on the task;
4. Describe the process of using an Oscar nomination process to enhance student engagement in the task.
21st Century Skills for an Ancient Profession
Zoe Bradfield and Colleagues (2017), Curtin University
The Midwifery Academic team at Curtin University introduced PebblePad to their courses in February 2016. Whilst the journey has been seasoned with challenges, the overwhelming experience has been one that has enhanced learning and teaching for academics and students alike. In the following presentation Zoe shares the story of implementing the Midwifery ePortfolio through Pebblepad and highlights some goals for future development.
Zoe Bradfield, Lecturer, Midwifery; Lesley Kuliukas, Coordinator, Bachelor of Science (Midwifery); Pauline Costins, Coordinator, Graduate Diploma in Midwifery; & Brooke Thomson, Lecturer, Midwifery; School of Nursing, Midwifery and Paramedicine, Curtin University, Australia
Paperless Assessment on Clinical Placement
Marlene Daicopoulos & Helen Dugmore (2017), Murdoch University
To complement the student clinical portfolio in PebblePad, Nursing at Murdoch has created assessment templates that can be completed and signed off while the student is on site, including daily timesheets with the integration Pebble Pocket on smart devices.
Marlene Daicopoulos, ePortfolio Learning Support, & Helen Dugmore, Lecturer in Nursing (Clinical Practice Coordinator), School of Health Professions, Murdoch University, Australia
ePortfolio for employability
Abigail Lewis (2017), Edith Cowan University
How can ePortfolios be used to support students’ employability skills so they are engaged in their course, developing competencies and able to stand out from the crowd in interviews and when addressing selection criteria? There are a range of strategies that can be embedded across a course and enhanced by ePortfolio activities to create a well-rounded work-ready graduate. This presentation describes these activities and strategies in the Speech Pathology course at Edith Cowan University where an ePortfolio has been embedded since 2010. Students are engaged, see the educational value and development their reflective practice. They see the link with their future careers as speech pathologists.
Abigail Lewis, Clinical Coordinator / Lecturer, Speech Pathology, Edith Cowan University, Australia
Giving Students an Employability EDGE - E-portfolios for Dietetic Graduate Employability. Implementing PebblePad within Bachelor of Nutrition & Dietetics.
Lana Mitchell (2017), Griffith University
The ePortfolios for Dietetic Graduate Employability (eDGE) project was introduced into the Nutrition & Dietetic Program at Griffith University in 2016. Through this project, PebblePad was implemented from Year 1 of the degree, with the aim of better evidencing student competency and enhancing employability. This recorded session provides an overview of the project, resources and lessons learned.
You can also view Lana's academic professional portfolio which includes links to many PebblePad workbook examples developed and used in the Nutrition and Dietetics Program.
Lana Mitchell, First Year Coordinator, Nutrition & Dietetics, Griffith University, Australia
A new efficient approach to evidencing clinical skill acquisition
Andrew Kirke (2017), Sheffield Hallam University
Although the acquisition of practical skills in Paramedic practice is key to students' professional development, assessment of these skills can be challenging. The BSc. (Hons) Paramedic programme at Sheffield Hallam University (SHU) uses Objective Structured Clinical Examinations (OSCEs) to assess practical skills. However, this type of assessment is time-consuming and costly due to the need to use many staff to execute. We have seen a significant increase in student numbers, which has further compounded the problem. In addition, it has been well documented that students find OSCEs a very stressful method of assessment (Van Hattum-Jannssen & Lourenco, 2006). The current programme necessitates the assessment of 18 different skills using OSCEs across four modules. These factors highlighted the need to consider other ways of managing these assessments that were more efficient and student focused. All students at SHU have a PebblePad account, which can be linked to the PebblePocket app. During the module, each student was issued with a workbook to which they were required to add two videos of each skill. The first video was both self and peer assessed, whilst the second was assessed by academic tutors. The use of two videos enabled the student to show progression and the benefits of self and peer assessment are also highlighted as essential skills for the registered clinician.
Andrew Kirke, Profgramme Leader, Paramedic Science, Sheffield Hallam University
Embedding employability into the nursing course:
Using PebblePad to engage students in weekly low fidelity immersive simulation in a complex care clinical nursing unit
Caroline NIlson and Martin Hopkins (2017), Murdoch University
The 5th semester Complex Care unit in the Murdoch University Bachelor of Nursing course has historically used paper-based work sheets to guide students through realistic, simulated, low fidelity case based nursing care scenarios. In 2017, PebblePad was utilised to create a set of virtual health records for eight patients with frequently presenting chronic health conditions. The records included the patient's biography (including photographs), clinical history, diagnostic results and nursing documentation. The PebblePad workbook engaged students in a constructivist learning approach as they work in groups at the simulated patient's bedside. Each week they accessed the workbook that provided them with a scenario and the patient's details using monitors above the beds. The realism of the experience was enhanced by the addition of low fidelity manikins that allowed students to relate the information in the virtual health records to the patient. The workbook included guidelines on the required nursing care of the patient by using a variety of aids such as clinical skills videos, and by embedding diagnostic evidence such as ECG results into the patient's records. The workbook was constructed using the latest evidence-based practice that allowed students to critically analyse the information provided to them. Students worked at a pace that suited their individual learning styles in a safe environment to develop their clinical reasoning skills. Students had ownership of the health records and could work in them at any time. It changed the students' focus from assessment of learning to assessment for learning. The virtual health records evolved on a weekly basis and guided the students through each case study to provide a realistic and valuable learning experience that was skilfully developed to meet the learning objectives of the unit. In addition, the implementation of the PebblePad workbook positively impacted on the number of hours previously allocated to creating paper-based resources, and on the amount of printed material provided to students, which was always perceived to be an overwhelming volume.
Dr Martin Hopkins and Dr Caroline Nilson, Discipline of Nursing, Murdoch University School of Health Professions, Murdoch University
Introducing a professional portfolio for student nurses
Pete Lonsdale (2015), Keele University
Take away questions:
Can too much choice for students be problematic? Freeform portfolios, and being able to do the same thing in multiple ways, can present challenges for portfolio creation and in the assessment of the submissions.
Pete Lonsdale (2015), Learning Technology Officer, School of Nursing and Midwifery, Keele University
Real time, ongoing competency development tracking throughout a dietetics masters degree
Wendy Stuart - Smith (2015), University of Sydney.
Reflective practice and skills growth as a result, underpin the dietetics profession. However, student assessment, both in the classroom and on placement, is traditionally a top-down, supervisor driven process in dietetics in Australia. By using PebblePad, the Nutrition and Dietetics team at the University of Sydney have turned student assessment on its head, by introducing a reflective practice diary that is student-led, based on reflective practice, and supported by multiple level assessment gradings by supervisors. This supports the ethos of life-long reflection and learning by our Professional body, and allows insight into the student’s understanding of their skill development as they progress throughout the course.
Wendy Stuart - Smith, Nutrition and Dietetics, University of Sydney.
Embedding the use of PebblePad to track learning and build evidence of emerging competence in an undergraduate occupational therapy program
Anita Hamilton (2015), University of the Sunshine Coast
PebblePad was adopted as the preferred eportfolio at USC in 2012. The occupational therapy (OT) program was included in the launch of PebblePad in 2013 as it was searching for a replacement for an existing paper-based portfolio system. The OT program took a “slow explore start” approach and integrated PebblePad one year-level at a time, however in response to student and staff feedback the OT program decided to embed PebblePad across all years of its curriculum in 2015. The approach to developing an ePortfolio that students can use for entry to practice will be completed in two phases; the early education phase (focusing on tracking learning) and the transition to practice phase (focusing on translating learning to practice). In this presentation an example of how PebblePad is being used concurrently in workshop-style classes will be demonstrated.
Anita Hamilton, Occupational Therapy, University of the Sunshine Coast