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Evaluation of the use of portfolios in the assessment of learning and competence in nursing, midwifery and health visiting Christine Webb Professor of Health Studies, University of Plymouth, UK
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Issues in the literature Authenticity and verification Validity Reliability Usefulness in assessment of critical reflective development and competence Role of academics in facilitation and guidance
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Conflict between summative assessment function and learning value?
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How did students use portfolios? Deconstruction of learning outcomes what do they mean? overlap/repetition Reconstruction to give teachers what they expected re-writing history? artificiality
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Transforming the material? Shopping trolley Toast rack Spinal column Cake mix
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Specialist practice programmes One-to-one relationship with assessor Continuity informed assessor judgements Direct observation Knowing the student
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Pre-registration programmes Multiple placements Short duration Nature of practice on wards
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Midwifery – the exception? Teachers had strong relationships with clinical staff One-to-one supervision Motivation Not a ‘small cohort’ factor
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Issues Size/bulk of portfolios Complexity of structure Time needed for completion The tail wags the dog Process or outcome? ‘Faking it’? Being critical?
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Clinical assessors assessed students’ practice NOT their portfolios. The portfolio provided SUPPORTING evidence Practice assessment tools need to be developed, in collaboration between teachers and assessors
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Providing structure Need to introduce students to incrementally more complex models of reflection as students progress through the programme Otherwise, writing skills may determine the quality of what is written
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Discrimination between students Monitoring process were in place – double marking, internal moderation Teachers and assessor could identify weak students BUT failure/discontinuation on the basis of the portfolio was rare/non-existent
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Feedback to students Tripartite meetings Personal tutor feedback
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Preparation Students Teachers Assessors
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Role of External Examiners Sampling portfolios Examination Board
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Assessing rigour? Validity and reliability – quantitative research Criteria for qualitative research
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Recommendations: Policy Sufficient time in each placement to build up student-assessor relationship Recognition of implications of assessment in RN workloads Greater investment in assessor training Retain PTA/CPT role in specialist practice Develop practice assessment tools
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Recommendations: Portfolios Balance evidence and workload Appropriate structure Include non-assessed ‘development’ section Preparation of all parties Tripartite meetings Transformation of evidence
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Use incrementally more complex models of reflection Reconsider criteria used to assess portfolios Make competency statements more realistic, user-friendly and valued
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