This presentation will provide an overview of the pilot “reimagining” of the assessment of pre-clinical work-integrated learning placements (extramural studies) at The University of Queensland School of Veterinary Science. The School has piloted a transition from form-based assessment to a three-layered assessment approach, including student self-evaluation of skills, placement reflections and supervisor feedback, all facilitated through the adoption of the University’s ePortfolio system. From Paddock to Plenary will outline the re-engineering process, including stakeholder management, assessment design, and student platform adoption, and provide a short overview of the obstacles encountered, lessons learned, and opportunities realised over the course of this pilot program.

1. Prof Jenny Seddon: Deputy Head of School of Veterinary Science, UQ
Mr Sam Harris: Learning Designer: ePortfolio, UQ
From Paddock to Plenary:
Reimagining the WIL Assessment of
Pre-clinical Veterinary Science Students

2. • Bachelor of Veterinary Science – 5 year undergraduate program
• Students undertake WIL placement outside semester time
• In years 2 & 3: 10 weeks preclinical (farms, animal
enterprises)
– Extensive industries e.g. beef cattle, sheep
– Intensive industries e.g. horses, dairy, pig
– Other e.g. zoos, animal refuges, aquaculture
• In year 5: 10 weeks clinical (veterinary clinics and hospitals)
School Context

3. • Performance feedback from each
animal enterprise placement, sent
by Placement Teams
• Reflective assignment at end of
year 3 (trying to remember
activities over previous 2 years)
Previous Pre-Clinical EMS Assessment

4. • Improved and timely assessment.
• Guidance on activities expected on
placement.
• Tracking skills development by
students
• Increased student engagement.
• Improved school tracking of what
students achieving on placement.
• Change in placement management
software.
Problems to be addressed

5. Reflective
Journals
Skills
Evidence
&
Tracking
Provider
Feedback
RE-IMAGINED ASSESSMENT
New model of use: Three Parts

6. Students keep regular Reflections using the SEAL model.
Reflections are made against Placement Learning Objectives,
making student progress towards these LOs explicit.
One LO: Identify opportunities to remediate self-identified
weaknesses
Reflective Practice

7. Reflective Practice
Students and Staff are able to review Journals at
any time, maintaining oversight across placement
without formal assessment and feedback.
On 3 occasions, students select a reflection
against each LO to submit for assessment.

8. Students lead the assessment process,
submitting their rubric digitally to their
assessors.
Forms communicate placement details,
with students supplying a headshot for
easy identification.
Provider Feedback

9. Provider Feedback
Supervisors assess
students through a
rubric, with results
escalating to
School for approval
and release.

10. While on placement, students capture, reflect on, and evaluate
their performance across a School-determined list of Skills.
e.g. mustering cows, vaccinating, drenching, ear tagging
Students have the option to upload evidence to support
reflection and build an “experience bank” to assist employability
and professional development.
Skills List

11. As self-evaluations are made against skills,
these turn green to show progressive
accomplishment.
Students can also view their developmental
progress over time in Performance to identify
areas of strength, and those in need of further
development.
Skills List

12. Skills List
Teaching staff can run reports to identify which skills are being
performed on placement, with options to chart individual student
skill development.

13. Design Process
Request to
Meet
Program
Readiness
Pedagogy Configuration Training
Community of
Practice
Review and
Handover

14. Pre-Clinical
EMS
Assessment
Course
Coordinators
Placements
Team
External
Supervisors
Students
Stakeholder Management
eLearning Systems
& Support

15. University of Queensland grant to involve students in design and
testing process.
Scholarships paid to 10 undergraduate students:
• Use prototype of ePortfolio on placement in July or September.
• Meet with eLearning Advisor to provide feedback on bugs and
suggest improvements.
• Provide training sessions to other undergraduate students
prior to roll out to all students.
Students as Partners – Pilot Process

16. Students have been excited by the ePortfolio
opportunities, telling us it will:
• Provide more structure to their placement
activities.
• Help them integrate with their coursework
better.
• Record their activities to help their learning.
• Assist in identifying gaps in their experiences.
• Outline their progress so they feel good and
are encouraged to go on.
Student Feedback

17. • Staff were reluctant to let students take lead in sending
performance assessments to placement providers.
• Students wanted to be involved in the design.
• There are many opportunities with ePortfolio but start relatively
simply – there is time to add advanced design or capability
later.
• Good relationship with Learning Designers and staff is
essential.
• Need someone to drive the project and lead change.
What we learnt:

18. 5th Year Clinical Placements will build on the
Pre-Clinical placements with:
• Scaffolded Placement Reflections
• Student-initiated Assessments
• Journal-based Case Logs
Directions for the future

19. Integration of the ePortfolio is broadening across
the Bachelor of Veterinary Science (Hons) with
incorporation of a broader program-wide Skills
List.
Enable students to reflect on their development
and for School to track attainment of
competencies (including for professional
accreditation).
Directions for the future

20. CRICOS PROVIDER NO. 00025B
CRICOS PROVIDER NO. 00025B
Prof Jenny Seddon
j.seddon1@uq.edu.au
54601 838
Mr Sam Harris
sam.harris@uq.edu.au
Acknowledgements:
Mr Rod Verrall, Prof Michael McGowan, and
Placement Management Team,
UQ School of Veterinary Science
Mr Nathan La Burniy, UQ eLearning Advisor
UQ Faculty of Science, and Student
Employability Centre, for Students as
Partners grant