Evaluating portfolio assessment systems: what are the appropriate criteria? (original) (raw)
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The Effect of Portfolio on Nursing Students’ Learning and Satisfaction from Clinical Evaluation
Academic Medicine, 2019
Background: Portfolio is a measurement tool that can document student learning, performance, and achievement of key objectives. In this study, the effect of the portfolio on nursing students’ learning and satisfaction in the field training course was assessed. Methods: This quasi-experimental study was conducted among 60 nursing students using census sampling and randomized into the control and intervention group. The performance and satisfaction of the two groups has been tested with researcher-designed questionnaires. Construct validity was used to validate the satisfaction questionnaire. Nursing student’s knowledge and clinical competency were measured at the end of the intervention. The data were analyzed using descriptive and analytical statistics through SPSS-22. Results: The mean (SD) of field training score in the case and control group was 18.23 (1.03) and 17.08 (1.05), respectively (P=0.000). Mean (SD) of student satisfaction from evaluation method was 55.07 (6.28) in case...
An evaluation of a portfolio as an assessment tool for teaching practice placements* 1
Nurse Education Today, 1993
The experience gained on teaching practice placement forms an important and integral part of nurse teacher preparation courses. The importance of assessing student teacher performance in such practice settings is readily acknowledged (English National Board (ENB) 1988) and successful student teacher performance during teaching practice experience is considered a prerequisite to granting a licence to practice as a nurse teacher. This article discusses the development and subsequent evaluation of an assessment strategy, incorporating the development of a portfolio, employed on a 2 year degree programme concerned with the preparation of nurse teachers.
An evaluation of a portfolio as an assessment tool for teaching practice placements
Nurse Education Today, 1993
The experience gained on teaching practice placement forms an important and integral part of nurse teacher preparation courses. The importance of assessing student teacher performance in such practice settings is readily acknowledged (English National Board (ENB) 1988) and successful student teacher performance during teaching practice experience is considered a pre-requisite to granting a licence to practice as a nurse teacher. This article discusses the development and subsequent evaluation of an assessment strategy, incorporating the development of a portfolio, employed on a 2 year degree programme concerned with the preparation of nurse teachers.
Examiner perceptions of a portfolio assessment process
Medical Teacher, 2010
Background: The portfolio assessment process is important for assessing learner achievement. Aims: To study examiner perceptions of Dundee Medical School's portfolio assessment process, in years 4 and 5 of the 5-year curriculum, in relation to: outcomes as a framework for the portfolio assessment process; portfolio content; portfolio assessment process; end points of the portfolio assessment process; appropriateness of the two part final exam format and examiner training. Methods: A questionnaire containing statements and open questions was used to obtain examiner feedback. Responses to each statement were compared over 3 years : 1999, 2000 and 2003. Results: Response rates were 100%, 88% and 61% in 1999, 2002 and 2003, respectively. Examiners were positive about the ability of institutionally set learning outcomes (Dundee 12 exit learning outcomes) to provide a framework for the portfolio assessment process. They found difficulties, however, with the volume of portfolio content and the time allocated to assess it. Agreeing a grade for each learning outcome for the candidate with their co-examiner did not present difficulties. The comprehensive, holistic picture of the candidate provided by the portfolio assessment process was perceived to be one of its strengths. Examiners were supportive of the final examination format, and were satisfied with their briefing about the process. Conclusions: The 12 exit learning outcomes of Dundee curriculum provide an appropriate framework for the portfolio assessment process, but the content of the portfolio requires fine-tuning particularly with regard to quantity. Time allocated to examiners for the portfolio assessment process needs to be balanced against practicability. The holistic picture of the candidate provided by the process was one of its strengths.
The Portfolio as an Evaluation Tool: an Analysis of its Use in an Undergraduate Nursing Program
Revista Latino-Americana de Enfermagem, 2010
This qualitative study was carried out between April and August 2007. It analyzed the use of portfolios in the academic community. A total of nine full-time professors and 119 students enrolled in their third semester were interviewed through a semi-structured interview. Content analysis was used to analyze data. Learning evaluations are seen as a verification of knowledge and efficacy of pedagogical method, and also as an incentive to study. Evaluations are procedural, that is, evaluation is continuous, or one-time, e.g. semester end tests. The portfolio is defined as a gradual and continuous evaluation tool. The faculty members and students need to accept the use of portfolios and evaluate the possibilities of this resource. This study is a first attempt to appraise the evaluation process of an undergraduate program, and the use of portfolios and other strategies needs to be consolidated in order to improve the educational process in undergraduate nursing programs.
2019
Background: The advancement in the nursing profession requires combining knowledge and clinical skills. The term portfolio in nursing denotes learning from experience andallowing staff members to bridge the theory practice gab in order to demonstrate their clinical competence and professional development. It functions as a tool for reflective thinking and shows critical analytical skills and proof of proficiency. However, in Saudi Arabiaportfolio is not a requirement for nurses to demonstratetheirprofessional statusor to showcase their clinical competence. Scholars from the UK, USA, and Australia suggestthat portfolio acts as an inclusive collection of evidence which might be used to demonstrate individual’s competence and its components could be used to enhance nurses’ skills. Objective: The current review aims to evaluate the utilisation of a portfolio as a tool to demonstrate nurses’ clinical competence in the UK, USA, and Australia. The review then aims to determine whether the ...
2011
Handledare: Ann-Christin Haffling 'credibility' (internal validity) for the assessment structure. Reliability Reliability is the criteria equivalent to instrumental measurement precision, the consistency of repeated tests or the reproducibility and repeatability (2, 11). In portfolio assessment it can be enhanced by standardization of portfolio content, definition of analytical assessment criteria, clear guidelines to students (12) and discussion and negotiation between examiners (13). Reliability can also be improved by a personal examiner interview (12). In the assessment of portfolios, the inter-rater-reliability is the main issue. The terminology and the tools for analysis of inter-rater reliability are not definite (14). The intersecting area in medical teaching of medical and social science offers a field for discussion. Clear-cut methods and procedures must be established, for the portfolio to be regarded as a good summative assessment tool. Definitions and methods Recently guidelines for inter-rater reliability and agreement have been proposed (15), albeit in the field of medical science. However, these guidelines can be used to improve reporting in the field of medical education.