Career E-PortfolioLaajuus (3 ECTS)

Objective

Students are able to assemble a technically viable Career E-Portfolio, which can be updated easily. Students are aware of their professional competence and they are able to document and analyse their competence in relation to their professional field, job description and personal areas of expertise.

Content

Students assemble a Career E-Portfolio, which documents, analyses and presents their professional competence through narration and a collection of digital evidence. Such digital evidence may include, for example, videos, pictures, scripts, articles, reports etc.

Assessment criteria, satisfactory (1)

Presentation of Work History and Philosophy:
Students give a superficial overview of their work history.

Description of Competence:
Students describe their current competence superficially and links it randomly to trade-specific and general learning outcomes of universities of applied studies.

Presentation of Trade-specific Work Context and the Job Desciption of a Drama Instructor:
Students introduce the relevant work context superficially. As part of the assignment, they have conducted an interview with a specialist or attended a seminar and provided relevant documentation of them.

Evidence Attached to the Competence Description (direct and indirect): Students have attached samples of their work to only a few parts of the portfolio.

Peer Assessment:
Students comment on the portfolio and oral presentation of their peer without explaining or elaborating on their opinion. Students have attended the classess regularly.

Development Plan of Professional Competence:
Students assess their competence without explaining or elaborating on their views. The development plan is loosely linked to the student’s current competence and contemporary development of the trade.

Entity, Structure and Visual Appearance of the Career E-Portfolio: The portfolio includes all necessary sections and students formally present them for the whole class.

Assessment criteria, good (3)

Presentation of Work History and Philosophy:
Students present their work history succinctly and originally. The values and work philosophy stand out from the texts. The texts are fluent and appropriate for the web.

Description of Competence:
Students describe and elaborate on their current competence in relation to trade-specific and general learning outcomes of universities of applied studies.

Presentation of Trade-specific Work Context and the Job Desciption of a Drama Instructor:
Students introduce the work context of drama instructors with an expert insight. Students can link selected parts of their work experience to the trade and the relevant theoretical material. As part of the assignment, they conducted an interview with a specialist or attended a seminar and provided relevant documentation of them and used them analytically to make the presentation more concrete.

Evidence Attached to the Competence Description (direct and indirect):
Students have attached samples of their work to almost all parts of the portfolio. The samples are either direct or indirect. The direct samples, i.e., students’ own documents have been edited (e.g., confidential information has been deleted) and selected specifically for this portfolio assignment.

Peer Assessment:
Students has studied the portfolio of one of their peers and given constructive feedback on the portolio and the oral presentation. Students has actively participated in the classes and contributed to group work.

Development Plan of Professional Competence:
Students can assess their competence and define their needs for further improvement analytically. Student introduces three (current) books that are relevent for their previous knowledge and justify their choices. This section also includes an individual plan for following current sources of information.

Entity, Structure and Visual Appearance of the Career E-Portfolio:
The portfolio is a well-designed entity, where the technical solutions support the content and give a true impression of the student’s digital skills. The images and videos have been carefully selected and the portfolio is easy to navigate. The portfolio can be easily updated in the future. The students planned the formal presentation carefully.

Assessment criteria, excellent (5)

Presentation of Work History and Philosophy:
Students present their work history succinctly and originally. The values and work philosophy stand out from the texts. The texts are highly fluent and appropriate for the web.

Description of Competence:
Students describe their current competence analytically and creatively in relation to trade-specific and general learning outcomes of universities of applied studies.

Presentation of Trade-specific Work Context and the Job Desciption of a Drama Instructor:
Students introduce the work context of drama instructors with an expert insight. Students can link their work experience to the trade and the relevant theoretical material. As part of the assignment, they conducted an interview with a specialist or attended a seminar and provided relevant documentation of them and used them analytically to make the presentation more concrete.

Evidence Attached to the Competence Description (direct and indirect):
Students have attached samples of their work to every part of the portfolio. The samples are either direct or indirect. The direct samples, i.e., students’ own documents have been edited creatively (e.g., confidential information has been deleted) and selected specifically for this portfolio assignment.

Peer Assessment:
Students has carefully studied the portfolio of one of their peers and given constructive feedback on the portolio and the oral presentation. Students has actively participated in the classes and contributed to high quality of group work.

Development Plan of Professional Competence:
Students can assess their competence and define their needs for further improvement analytically. Student introduces three (current) books that are relevent for their previous knowledge and justify their choices. This section also includes a well thought out individual plan for following current sources of information.

Entity, Structure and Visual Appearance of the Career E-Portfolio:
The portfolio is a well-designed entity, where the technical solutions support the content and give a true impression of the student’s digital skills. The images and videos have been selected with an insight and the portfolio is attractive to potential readers. The portfolio can be easily updated in the future. The students planned the formal presentation carefully.