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A danger of using portfolios is that students might do too much, and some of their material might be less than relevant! So it is important to provide structure and to suggest sample items, the number of different items and their approximate size. Obviously, the items in a portfolio will reflect your particular discipline. Implementing learning portfolios as an assessment method requires careful preparation and planning on your part. In his discussion of portfolios, Biggs recommends that most of the following should be considered, and we suggest you look at his book for more information on these matters: Clarify for students, perhaps in the course objectives, what the evidence for good learning might be; Specify the requirements for a learning portfolio in terms of: 157 the structure of the portfolio; a list of sample items; the number of items required (Biggs suggest that four is the maximum in a semester-length unit); the size of items and the overall portfolio; any required items. It is suggested that global assessment of the whole portfolio is preferred to analytical marking to ensure that the broader purposes of students reporting and evaluating their learning are preserved and not broken down into discrete elements. ASSESSING STUDENTS WITH A DISABILITY Institutions have implemented many policies and practices to assist students with a disability. Unfortunately, con- sideration of their special needs is not always extended to the assessment of their learning. It is good practice for staff in departments to review and share alternative assessment arrangements on a regular basis as such arrangement are likely to be specific to both the kind of disability and to the nature of the discipline. Thus, you may need to make adjustments to assessment tasks once you understand how the particular disability affects performance. Space does not allow us to go into all the possible options here, but the following suggestions listed in Figure 8. Common strategies will be to simply follow good assessment practices we have described elsewhere and to be flexible in your insistence on assignment deadlines and in the time allowed in formal examinations. ASSESSING STUDENTS AS GROUPS With the increasing use of group and team-based learning, such as in problem-based learning, there is the related challenge of assessing the outcomes of group learning in ways that are fair to individuals but which recognise the particular dynamics and realities of such learning. More detailed descriptions of this assessment approach are given in Miller et al. Remember to keep group size down (greater than six members is too large); help students to work as effective group members; form groups randomly and change membership at least each semester; and ensure all students understand the assess- ment mechanisms you will use to encourage the diligent and forewarn the lazy. Marking group submissions can be a way of assessing more students but taking up less time on your part. When allocating marks, the following strategies will be helpful: Give all members of a group the same mark where it was an objective to learn that group effectiveness is the outcome of the contribution of all.
Gembak, 55 years: Most social re- searchers find that a tape recording of the discussion supplemented by a few handwritten notes is adequate (see Chapter 7 for further discussion on different methods of recording). Once we account for these various factors, people with mobility problems are roughly twice as likely as others to report being depressed or anxious.
Arokkh, 47 years: From my limited experience and that of my friends this is what I know and can pass on. This chapter reviews two common malformations, myelomeningocele (MMC) and holoprosencephaly.