Portfolios

1
Portfolios

• A method of assessment for post-registration
  health professional education
• 
  Michelle Green
• 
  m.e.green_at_leeds.ac.uk

2
Objectives

• To present a summary of a survey in relation to
  student perceptions of the value of a portfolio
  as an educational tool
• To discuss the advantages and challenges of this
  type of assessment
• To highlight areas where portfolio assessment
  requires development and further research

3
Who uses portfolios and for what purposes ?
4
Survey

• Postal questionnaire to investigate the
  experiences of qualified nurses compiling a
  portfolio for summative assessment and their
  perception of its impact on their learning
• Ethics committee approval obtained
• Comprised 18 closed questions 2 open questions
• 70 questionnaires sent out 48 response rate

5
Cited benefits of portfolio assessment

• Supports a learner centred approach to education
• Supports Department of Health objectives for
  lifelong learning and learning in the work place
• Supports experiential learning and linking
  theory to practice
• Individualises a programme of study and fits with
  the experience and needs of the student
• Developed over time, allowing reflection and
  personal and professional growth

6
Challenges of portfolioassessment for students

• Students have difficulty unlearning their
  dependence on tutors
• Perceived heavy workload encourages strategic
  learning
• Success may be dependent students ability to
  reflect
• Students feel unsure what is expected of them in

7
Challenges of portfolio assessment for lecturers

• Demanding role to facilitate portfolio
  development
• Time consuming method of assessment to mark
• Reliability of marking issues are exacerbated if
• the portfolio is awarded more than a pass/ fail
• clinical assessment of the student is
  incorporated

8
Summary of results

• The good.
• Over 70 felt the portfolio allowed them to build
  on current knowledge and experience definitely or
  to some extent
• 85 students felt the portfolio was an effective
  tool for linking theory to practice
• 59 felt their confidence in reflecting on
  practice was enhanced

9
Summary of results

• The bad.
• Previous experience of compiling a portfolio did
  not influence student responses
• Only 9 felt well supported structuring the
  portfolio and only 3 felt well prepared
  regarding content
• 47 of respondents felt their motivation would
  have been increased if they had received a mark
  rather than a pass/fail

10
Summary of results

• The ugly!
• It was the least popular method of assessment
  (from a choice of essay, exam, presentation,
  portfolio)
• Most students felt the workload was heavy for the
  academic credit awarded
• 3 students stated that they were unable to
  identify any way in which completing the
  portfolio had supported their learning

11
Assessment Issues

• Standardisation required for summative assessment
  reduces individuality and originality of
  portfolios
• Workload/volume of paperwork
• Clarifying what is expected regarding structure
  and content
• Success often dependent on students skills of
  reflection
• Weaker students require clear structure, but this
  can be a barrier to the more able student

12
Assessment Issues

• Need for assessment criteria
• Assessor reliability when marking work that
  requires complex and multiple tasks
• Awarding a mark impossible, but broader bands may
  be achievable
• Further complicated if practice is to be graded
• Portfolios as a method of assessment vary between
  and even within educational institutions