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Evaluation of the use of portfolios in the assessment of learning and competence in nursing, midwifery and health visit

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. Issues in the literature. Authenticity and verification Validity Reliability

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Evaluation of the use of portfolios in the assessment of learning and competence in nursing, midwifery and health visit

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  1. Evaluation of the use of portfolios in the assessment of learning and competence in nursing, midwifery and health visiting Christine WebbProfessor of Health Studies, University of Plymouth, UK

  2. 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

  3. Conflict between summative assessment function and learning value?

  4. 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

  5. Transforming the material? • Shopping trolley • Toast rack • Spinal column • Cake mix

  6. Specialist practice programmes • One-to-one relationship with assessor • Continuity informed assessor judgements • Direct observation • Knowing the student

  7. Pre-registration programmes • Multiple placements • Short duration • Nature of practice on wards

  8. Midwifery – the exception? • Teachers had strong relationships with clinical staff • One-to-one supervision • Motivation • Not a ‘small cohort’ factor

  9. Issues • Size/bulk of portfolios • Complexity of structure • Time needed for completion • The tail wags the dog • Process or outcome? • ‘Faking it’? • Being critical?

  10. 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

  11. 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

  12. 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

  13. Feedback to students • Tripartite meetings • Personal tutor feedback

  14. Preparation • Students • Teachers • Assessors

  15. Role of External Examiners • Sampling portfolios • Examination Board

  16. Assessing rigour? • Validity and reliability – quantitative research • Criteria for qualitative research

  17. 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

  18. Recommendations: Portfolios • Balance evidence and workload • Appropriate structure • Include non-assessed ‘development’ section • Preparation of all parties • Tripartite meetings • Transformation of evidence

  19. 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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