Using e-portfolios and video reflections to support postgraduate students' personal and professional development

Formative assessment and feedback can form a central part of programme and module design within sport and exercise science. It is a human science, and as such the emphasis on multidisciplinary work and interpersonal interaction requires collaborative discussion and sharing of ideas. The formative assessment discussed in this case study presents a varied approach, underpinned by consistent engagement of students in reflective discussion and the promotion of ownership over and creativity within their assessment choices. Students submitted their summative assessments via digital platforms, having been supported via three key formative strategies: 1) clearly defined draft submission deadlines, 2) in-class discussion activities, and 3) support for student reflection. These approaches reflected a learning process that progressively developed students’ self-awareness and reflective capabilities alongside subject-specific knowledge and skills and emphasised a focus on the learning process rather than the outcome. The use of digital assessment methods also supported students to evidence their learning in an accessible, creative, and meaningful way and challenged them to consider alternative ways to communicate this learning. Formative assessment therefore helps create authentic and collaborative educational experiences, promotes the professional and personal development of students, and enhances students’ engagement in their learning journey.