Rob Shaw – Leeds Metropolitan University

assessment &
BSc (Hons) Clinical Language
Sciences (Speech and
Language Therapy)
The course
• BSc Clinical Language Sciences (Speech and
Language Therapy)
• 3 year course; 150 students
• E-portfolio embedded across all three years;
Pebblepad3 used at levels 4 and 5 so far.
• Assessment sits within a ‘Practice and skills’
module at each level but draws on all learning
from within and beyond the course
Rob Shaw, Faculty of Health
and Social Sciences learning
Technologist. Responsible for:
Advising course team
Creating templates
Staff and student training
Sarah James, Professional/Staff Lead, SLT. Responsible for:
Writing E-portfolios into course structure for 2009-10.
Developing assessment strategy linked to Health and Care professions
Council Standards of proficiency.
Jenny Landells, Module
tutor, CPS1. Responsible for
PebblePad at level 4:
Observational placement
and associated procedures
and templates
Naomi de Graff, Module
tutor, CPS2.
Responsible for PebblePad
at level 5
Assessment design and
criteria for SOPs assignment
Tracey marsh, Module tutor, TPP. Responsible for PebblePad at level 6:
Assessment protocols and criteria for Presentation and Viva assessment
Year 1 Placements:
2 x 8-week experiential placements
“Child development” and “conversation partner”
Students reflect on skills development
Weekly reflections and action plans using course
templates and uploaded to ATLAS for tutors to view
Staff provide regular feedback
Focusing on reflective skills and using PebblePad
…and training at key points
Focus on linking, organising and tagging
to build skills for later use of e-portfolio
Workshop at the end of the year on:
•Reflective writing
•Professional Standards of Proficiency
•Evidencing development
Year 2 students input into this
Year 1 workspace – Tutor
view of student blogs
A student’s blog –
links to weekly
reflection and ongoing action planning
Reflective template
action planning table
Workshop at end of
year 1
Year 2: Developing and evidencing competencies
Clinical placements begin. Students continue to reflect
with regular feedback
Students begin evidencing their progress towards HCPC
Standards of Proficiency (SOPs)
- This is presented as a 2-year ‘project’
They rate their progress towards achievement of SOPs,
create action plans and attach evidence in support of
their ratings
At the end of level 5 they are assessed on their
progress towards a subset of SOPs
Year 2 SOPs form
Evidence record with
Rating history visible
to tutors to see
engagement over time
Action plan linked to
a particular SOP
Marking criteria and
feedback form
Year 3:
Readiness for
The profession
Students continue to rate and evidence their progress towards SOPs
Their final assessment is of the e-portfolio itself, along with a presentation and
viva focused on readiness for practice
This includes self awareness and evaluation, reflection, and integration of
professional knowledge and experience
Each component must be passed; the assessment process takes 2 hours per student
Viva protocol for use
by interviewing team
Marking criteria and
feedback form
completed by
immediately following
• Students were invited to complete an online
questionnaire carried out through ATLAS
• Focus was on attitudes to using PebblePad,
impact on the course, training and support,
• Likert item questions and open responses
• Response rates adequate for Level 4 (68%)
• Level 5 and 6 still a work in progress –
currently 12%
All but two would recommend continued use:
Definitely, it is a great system that allows all your skills, reflections and
achievements relevant to SLT and professionalism to be documented as
evidence for future jobs.
Yeah because of the type of course it is you need somewhere to
put all of your evidence and reflections.
Yes, although it seems like a bit of a task, it is useful to
help your personal development
Yes, as it is very organised and simple to use.
Yes for definite because its so encouraging to look back and track
our progress, you can also draw from other experiences and i think it
encourages you to research and be an independent learner.
Pebble Plus point 1: Accessibility and
convenience of use. Ability to organise
varied materials ‘in one space’, searchable...
It keeps all my reflections in the same place for future reference
and is an easy way to note down what has happened on
placement without forgetting anything.
tags to help find things in future
Allowing all your reflections and evidence to be usefully located
in one place/system and found easily.
Simple to learn how to use, even for people who are not
as computer-literate.
It is a good way to keep a record of what you have done. Evidence is
organised so it can be found easily and can be used for
applications/interviews. It is very easy to use.
Pebble Plus point 2: Structure and feedback for
reflection, self-assessment and learning
receiving tutor feedback and being able to refer back to
previous experiences in reflections easily.
As it provided a structure to record my experiences of
placement and learning from the degree I could look back
over previous reflections and see what progress I had made.
An opportunity to reflect and put down into words, our
experiences of placement and provides a way of linking
topics and experiences together.
PebblePad has helped me to focus on my own abilities and allowed me to
assess myself. This has helped me make huge progress this year as I have
never done anything like this before and being able to look back and make
improvements has been a huge bonus to my progress and in my own belief.
the action plan helped me look forward to
what I needed to do in next sessions
Negatives: Getting used to the system and
issues with reflection...
There is a lot to it and sometimes it can get a little confusing
e.g. when first using the tagging and filtering systems.
Trying to organise reflections and sending them to the right workspace
I found the platform itself incredibly frustrating to use (and this comes
from an experienced blogger and technophile!) - the navigation was
overcomplicated, and as the platform opens in a new window there are
no 'back' or 'forward' navigation buttons in my browser.
It could be very slow at times, and it felt like it could take a while to complete a task.
forgetting to do my reflection and having to do two in one go
Having to be near a computer to reflect made my reflections falter.
I used to always reflect in a note book at the end of observations
and plan to do that again, and then transfer it in to PebblePad.
But to end on a positive note...
I think PebblePad has hugely enhanced
my learning this year. It has helped me
develop a reflective attitude which is
valuable in all of my learning.
Furthermore, it has helped me create a
record of my experiences which I would
otherwise have been without and thus
forgotten or lost some very valuable
learning elements.
Lessons learned
• Integrating PebblePad properly and providing
the right levels of structure and guidance
takes time and effort.
• But each year is getting better (sorry third
• A ‘whole-course’ approach seems to work best
• It is adding clear value to the course but it
remains to be seen whether the students will
continue to use it after graduation
Future plans
• Increase cross-module integration
• Make it easier for students and practice
educators to integrate learning and evidence
from clinical placements
• Continue to evaluate post-qualification

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