The appropriateness and feasibility of an online e-Portfolio for assessment of undergraduate allied health students

Reinie Cordier; Tomomi McAuliffe; Nathan J. Wilson; Rebekah Totino; Alma Dender; Cally Smith; Michaela Stephens

doi:10.1111/1440-1630.12226

The appropriateness and feasibility of an online e-Portfolio for assessment of undergraduate allied health students

Reinie Cordier, Tomomi McAuliffe, Nathan J. Wilson, Rebekah Totino, Alma Dender, Cally Smith, Michaela Stephens

Research output: Contribution to journal › Article › peer-review

15 Citations (Scopus)

Abstract

RESULTS: Triangulated results indicate that the assessment did not meet all five domains of appropriateness. Negative experiences and a lack of social and ecological validity were attributed to the PebblePad(™) . The PebblePad(™) was not feasible, requiring extensive support in implementation.

CONCLUSIONS: While PebblePad(™) did not meet all domains of appropriateness and was not feasible, students reported learning gains after completing the assessment, suggesting that content may be more important than the assessment platform. More rigorous research is needed to determine the best online platform for assessment in the allied health disciplines.

BACKGROUND/AIM: Online technologies are widely used in tertiary institutions for both learning and assessment. There is a paucity of research into the use of e-Portfolios for assessment in the field of occupational therapy and other allied health disciplines. This study aimed to determine if a new assessment platform, using a flexible online learning platform, PebblePad(™) , is appropriate and feasible for use with allied health university staff and students in their first and second year of study.

METHODS: A mixed methods approach was employed in two phases, before the development of a new assessment (Phase 1) and after completion of the new assessment (Phase 2), aimed to generate a comprehensive analysis of the appropriateness and feasibility of the new assessment platform. Inductive thematic analysis was used to investigate participants' focus group responses in both phases. To assess learning outcomes survey responses were analysed using t-tests, and descriptive ratings of the assessment and current use of online platforms were extracted.

Original language	English
Pages (from-to)	154-163
Number of pages	10
Journal	Australian Occupational Therapy Journal
Volume	63
Issue number	3
Early online date	9 Oct 2015
DOIs	https://doi.org/10.1111/1440-1630.12226
Publication status	Published - 14 Jun 2016
Externally published	Yes

Keywords

child development
occupational therapy education
Online technologies

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1111/1440-1630.12226

Cite this

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title = "The appropriateness and feasibility of an online e-Portfolio for assessment of undergraduate allied health students",

abstract = "RESULTS: Triangulated results indicate that the assessment did not meet all five domains of appropriateness. Negative experiences and a lack of social and ecological validity were attributed to the PebblePad({\texttrademark}) . The PebblePad({\texttrademark}) was not feasible, requiring extensive support in implementation.CONCLUSIONS: While PebblePad({\texttrademark}) did not meet all domains of appropriateness and was not feasible, students reported learning gains after completing the assessment, suggesting that content may be more important than the assessment platform. More rigorous research is needed to determine the best online platform for assessment in the allied health disciplines.BACKGROUND/AIM: Online technologies are widely used in tertiary institutions for both learning and assessment. There is a paucity of research into the use of e-Portfolios for assessment in the field of occupational therapy and other allied health disciplines. This study aimed to determine if a new assessment platform, using a flexible online learning platform, PebblePad({\texttrademark}) , is appropriate and feasible for use with allied health university staff and students in their first and second year of study.METHODS: A mixed methods approach was employed in two phases, before the development of a new assessment (Phase 1) and after completion of the new assessment (Phase 2), aimed to generate a comprehensive analysis of the appropriateness and feasibility of the new assessment platform. Inductive thematic analysis was used to investigate participants' focus group responses in both phases. To assess learning outcomes survey responses were analysed using t-tests, and descriptive ratings of the assessment and current use of online platforms were extracted.",

keywords = "child development, occupational therapy education, Online technologies",

author = "Reinie Cordier and Tomomi McAuliffe and Wilson, {Nathan J.} and Rebekah Totino and Alma Dender and Cally Smith and Michaela Stephens",

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AU - Cordier, Reinie

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AU - Wilson, Nathan J.

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AU - Dender, Alma

AU - Smith, Cally

AU - Stephens, Michaela

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N2 - RESULTS: Triangulated results indicate that the assessment did not meet all five domains of appropriateness. Negative experiences and a lack of social and ecological validity were attributed to the PebblePad(™) . The PebblePad(™) was not feasible, requiring extensive support in implementation.CONCLUSIONS: While PebblePad(™) did not meet all domains of appropriateness and was not feasible, students reported learning gains after completing the assessment, suggesting that content may be more important than the assessment platform. More rigorous research is needed to determine the best online platform for assessment in the allied health disciplines.BACKGROUND/AIM: Online technologies are widely used in tertiary institutions for both learning and assessment. There is a paucity of research into the use of e-Portfolios for assessment in the field of occupational therapy and other allied health disciplines. This study aimed to determine if a new assessment platform, using a flexible online learning platform, PebblePad(™) , is appropriate and feasible for use with allied health university staff and students in their first and second year of study.METHODS: A mixed methods approach was employed in two phases, before the development of a new assessment (Phase 1) and after completion of the new assessment (Phase 2), aimed to generate a comprehensive analysis of the appropriateness and feasibility of the new assessment platform. Inductive thematic analysis was used to investigate participants' focus group responses in both phases. To assess learning outcomes survey responses were analysed using t-tests, and descriptive ratings of the assessment and current use of online platforms were extracted.

AB - RESULTS: Triangulated results indicate that the assessment did not meet all five domains of appropriateness. Negative experiences and a lack of social and ecological validity were attributed to the PebblePad(™) . The PebblePad(™) was not feasible, requiring extensive support in implementation.CONCLUSIONS: While PebblePad(™) did not meet all domains of appropriateness and was not feasible, students reported learning gains after completing the assessment, suggesting that content may be more important than the assessment platform. More rigorous research is needed to determine the best online platform for assessment in the allied health disciplines.BACKGROUND/AIM: Online technologies are widely used in tertiary institutions for both learning and assessment. There is a paucity of research into the use of e-Portfolios for assessment in the field of occupational therapy and other allied health disciplines. This study aimed to determine if a new assessment platform, using a flexible online learning platform, PebblePad(™) , is appropriate and feasible for use with allied health university staff and students in their first and second year of study.METHODS: A mixed methods approach was employed in two phases, before the development of a new assessment (Phase 1) and after completion of the new assessment (Phase 2), aimed to generate a comprehensive analysis of the appropriateness and feasibility of the new assessment platform. Inductive thematic analysis was used to investigate participants' focus group responses in both phases. To assess learning outcomes survey responses were analysed using t-tests, and descriptive ratings of the assessment and current use of online platforms were extracted.

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The appropriateness and feasibility of an online e-Portfolio for assessment of undergraduate allied health students

Abstract

Keywords

UN SDGs

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