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An extract from –
Williams, M., 2003, ‘Assessment of portfolios in professional education’, Nursing Standard 18(8): 33-37.
“In view of the need to integrate theory and practice, assessment must relate to the monitoring of learners' mastery of a curriculum. According to Harris et al (2001) an educational portfolio is ‘a collection of, record or set of material or evidence that gives a picture of an individual’s experience in an educational or developmental situation’ (pp 278). Using portfolio as a tool can enhance the assessment process by revealing a depth and breadth of a range of skills and understandings on the part of the learner; support learning outcomes; reflect change and growth over a period of time; encourage reflection; and provide for continuity in education (Kemp and Toperoff 1998).
A portfolio can be defined as ". . . a systematic and organized collection of evidence used by the teacher and student to monitor growth of the student's knowledge, skills, and attitudes in a specific subject area. It must include student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection . . . (therefore, it is) a purposeful, collaborative, self-reflective collection of student work generated during the process of instruction" (San Diego County Office of Education 1997). Consequently as Marsh and Lasky (1984) suggest they will provide evidence of the concepts and principles being applied in practice, supporting the integration of theory and practice (Harris et al, 2001).
A portfolio can be described as a systematic and organized collection of evidence to monitor growth of the student's knowledge, skills, and attitudes in a relation to specific learning outcomes. Student generally participates in selecting the content, the criteria for selection and for judging merit, as well as evidence of reflection related to learning. Therefore, it is a purposeful, collaborative, self-reflective collection of student’s work generated during the process of instruction and can be presented for assessment. Consequently as Marsh and Lasky (1984) suggest it will provide evidence of the concepts and principles being applied in practice, supporting the integration of theory and practice (Harris et al, 2001).
Portfolios can consist of a wide variety of materials: classroom notes, student self-reflections, learning logs, sample journal pages or literature reviews, written summaries, audiotapes, videotapes of group projects, reflective diary, evidence of work carried out, witness testimonies and so forth (Valencia, 1990). However, a portfolio is not just random collection of information or student products; but is systematic in that information included relates to the learning outcomes. For example, reflective diary kept by learners over a period of time can serve as a reflection of the degree to which they are building positive professional attitudes, knowledge and skills, one of the crucial benefits of using a portfolio according to Harris et al (2001). Portfolios are multifaceted and begin to reflect the complex nature of professional practice especially in health care. Since the portfolio is developed over time, it serves as a record of growth and progress as commented by some of the students and the supervisors within the study. By asking learners to construct meaning from literature and their own practice, their level of development can be assessed against set standards (Lamme & Hysmith, 1991, Bruce & Middleton 1999).
While there are various methods of portfolio development, majority of research and literature on portfolios emphasize (according to Kemp & Toperoff 1998) that a portfolio needs to clearly reflect learning outcomes identified in the curriculum that learners are expected to study. It must focus upon performance-based learning experiences as well as the acquisition of key knowledge, skills, and attitudes. It should contain samples of work from the entire time of study, rather than single points in time. It is a composite of a variety of different assessment tools with inclusions and evaluations of that work by the learner, peers, mentors and teachers.”
Resources
Fernsten, L. & Fernsten, J., 2005, Portfolio assessment and reflection: enhancing learning through effective practice, Reflective Practice, 6 (2): 303 – 309.
Lewis, K.O. & Baker, R. C., 2007, The Development of an Electronic Educational Portfolio: An outline for Medical Education Professionals, Teaching and Learning in Medicine, 19 (2): 139 – 147.
Grant, A. J., Vermunt, J. D., Kinnersley, P. & Houston, H., 2007, Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning, BMC Medical Education. (Online article)
McCready, T., 2007, Portfolio and the assessment of competence in nursing: A literature review, International Journal of Nursing Studies, 44 (1): 143 – 151.
Liu, E. Z., 2007, Developing a personal and group-based learning portfolio system, British Journal of Educational Technology, 38 (6): 1117 – 1121.
Davis, M. H., Gominda, G. & Ponnamperuma, J.S., 2009, Student perceptions of a portfolio assessment process, Medical Education, 43 (1): 88 – 98.
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