Student perceptions of a portfolio assessment process.
OBJECTIVES The objectives of this study were to identify and analyse students' attitudes to the portfolio assessment process over time. METHODS A questionnaire containing statements and open questions was used to obtain feedback from students at the University of Dundee Medical School, Scotland. The...
| Published in: | Medical Education Vol. 43; no. 1; pp. 89 - 99 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Jan2009
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105601036&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105601036 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Jan2009 vid: 43 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105601036 2010138752 10.1111/j.1365-2923.2008.03250.x NLM19141002 105601036 ppf: 89 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Student perceptions of a portfolio assessment process. aug: au: Davis MH Ponnamperuma GG Ker JS affil: Centre for Medical Education, University of Dundee, 484 Perth Road, Dundee DD2 4DY, UK; m.h.davis@dundee.ac.uk sug: subj: Educational Measurement Evaluation Professional Portfolios Evaluation Students, Medical Psychosocial Factors Analysis of Variance Correlation Coefficient Data Analysis Software Data Analysis, Statistical Descriptive Statistics Kruskal-Wallis Test P-Value Questionnaires Reflection Scotland Structured Interview Student Attitudes Summated Rating Scaling Human ab: OBJECTIVES The objectives of this study were to identify and analyse students' attitudes to the portfolio assessment process over time. METHODS A questionnaire containing statements and open questions was used to obtain feedback from students at the University of Dundee Medical School, Scotland. The responses to each statement were compared over 4 years (1999, 2000, 2002 and 2003). RESULTS Response rates were 83% in 1999, 70% in 2000, 89% in 2002 and 88% in 2003. A major finding is that students perceived that portfolio building heightened their understanding of the exit learning outcomes and enabled reflection on their work. Student reactions to the portfolio process were initially negative, although they appreciated that senior staff took time to become familiar with their work through reviewing their portfolios. Student attitudes became more positive over the 4 years as the process evolved. Although portfolio assessment was recognised as supporting student learning, portfolio building was perceived to interfere with clinical learning as a result of the excessive amounts of paper evidence required. CONCLUSIONS Paperwork should be kept within manageable limits. A student induction process that highlights the importance of providing evidence for achieving all learning outcomes, not just theoretical knowledge and skills, may be helpful in allaying student concern over portfolio building and assessment and support preparation for lifelong learning and reflective clinical practice. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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