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An Innovative Evaluation with a portfolio

 

The ISS training has chosed to use a skills assessment for differents reasons :

  • The diversity of studens makes the classic evaluation impossible
  • Anticipation of the CTI (Committee of Engineer Titles) request for the next engineering diploma accreditation
  • Taking into account the maturity of students in their final year
  • The possibility of using a portfolio

 

The evaluation is based on a skills matrix that shows: the skills required and, depending on the origin of the students, the desired level and the assessment method (Figure 1). ISS wanted to practice innovation throughout training and even for evaluation. So we set up the first assessment by portfolio at the INSA Toulouse. The portfolio is, in this context, a directory of the work done by the learner, providing evidence of his learning and skills. It is often commented by the student in a formative perspective. In an evaluative portfolio, the focus is put on production as evidence but also on the process followed by the student to achieve its production and its progress during his work.

 

Skills

Physical Engineering

Automatic / Electronic

Computer Science

Networks

Toulouse Business School

"Institut d'Administration des Entreprises"

Evaluation

Processing and analysis of data: Big Data

 

 

 

 

 

 

 

   1. Able to explain and represent data sets

4

3

3

3

4

4

Report, project, portfolio

2. Masterize R

3

3

4

3

3

3

Report, project, portfolio

3. Masterize the complexity of statistical processes and know the circumvention techniques

4

3

4

3

3

3

Report, project, portfolio

1-Application level, 2-Analysis level, 3-Mastery level, 4-Expertise level

Figure 1 : extract from the skill matrix

 

 

The portfolio can be an evaluation of learning tool even if it is not limited to this function. In a portfolio, there is a reflexive perspective because the student must analyze his own learning processes. It must also highlight and enhance his learning which, in general, is linked with "generic skills" (critical thinking, communication, computer ...). The portfolio demands autonomy and accountability. Within a framework defined by the teacher, the student supports the creation of the document.

In terms of recommendations, since the focus is on the production, process and progress, work on the portfolio should start with teaching, and be written in the continuity. It must be followed by regular feedbacks and must be given with a coherent planning and precise instructions. Joint meetings were set up between a tutor team and students to discuss and advise on the drafting of the portfolio. This ended with a presentation to a jury of their portfolio in general and especially the analysis of their acquired skills during the year. Some students wanted to broadcast their portfolio to be used as a valuation tool for their training with their future employers, e.g.:

 

"Portfolio as an evaluation tool" will be presented as part of "Tuesdays Pedagogy" which broadcast to all teachers, teaching innovations. It will also be presented as part of the new teachers training.

Finally, a mixed jury has been set up to assess their cross-project, supported in English. The jury was composed by: Industrials (Orange, CNES ...), representatives of local authorities (Toulouse Métropole), incubators (Capital High Tech, ESA BIC ...), teachers / researchers of several schools (INSA, ISIS CASTRES ...).

 

Institut National des Sciences Appliquées

Contact International

Contacter Pierre-Emmanuel HLADIK pour toute question sur les relations internationales du GEI.

Pierre-Emmanuel HLADIK
peh @ insa-toulouse.fr