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Evaluation of the use of portfolios in the assessment of learning and competence in nursing, midwifery and health visit PowerPoint Presentation
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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. Issues in the literature. Authenticity and verification Validity Reliability

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slide1
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

issues in the literature
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
how did students use portfolios
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
transforming the material
Transforming the material?
  • Shopping trolley
  • Toast rack
  • Spinal column
  • Cake mix
specialist practice programmes
Specialist practice programmes
  • One-to-one relationship with assessor
  • Continuity informed assessor judgements
  • Direct observation
  • Knowing the student
pre registration programmes
Pre-registration programmes
  • Multiple placements
  • Short duration
  • Nature of practice on wards
midwifery the exception
Midwifery – the exception?
  • Teachers had strong relationships with clinical staff
  • One-to-one supervision
  • Motivation
  • Not a ‘small cohort’ factor
issues
Issues
  • Size/bulk of portfolios
  • Complexity of structure
  • Time needed for completion
  • The tail wags the dog
  • Process or outcome?
  • ‘Faking it’?
  • Being critical?
slide10
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
providing structure
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
discrimination between students
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
feedback to students
Feedback to students
  • Tripartite meetings
  • Personal tutor feedback
preparation
Preparation
  • Students
  • Teachers
  • Assessors
role of external examiners
Role of External Examiners
  • Sampling portfolios
  • Examination Board
assessing rigour
Assessing rigour?
  • Validity and reliability – quantitative research
  • Criteria for qualitative research
recommendations policy
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
recommendations portfolios
Recommendations: Portfolios
  • Balance evidence and workload
  • Appropriate structure
  • Include non-assessed ‘development’ section
  • Preparation of all parties
  • Tripartite meetings
  • Transformation of evidence
slide19
Use incrementally more complex models of reflection
  • Reconsider criteria used to assess portfolios
  • Make competency statements more realistic, user-friendly and valued