Nursing Education and Portfolio Strategies for Evaluating Learning Outcomes
Portfolio as an Evaluation In Nursing Education, Advantages Portfolio Strategy for Evaluation In Nursing Education, Disadvantages Portfolio Strategy for Evaluation In Nursing Education
Portfolio as an Evaluation In Nursing Education
Description and Uses Portfolios at the most basic level are collections of student work. Although the medium most widely used for pen-and-paper portfolios in the past has been some type of binder to contain the data, electronic portfolios, commonly called e-portfolios, are more prevalent now (see suggested websites at the end of the chapter for valuable resources).
The e-portfolio experience has been shown to be most effective when students have a clear understanding of the technology and have an appreciation for the relevance of using this method of evaluation (Mok, 2012).
Regardless of the format, portfolios are used to obtain a broader sample of student performance (Miller et al., 2012).Portfolios are used for a variety of purposes. They can be used:
(1) as proof of achievement in a class
(2) as an outcome measure of a program
(3) as a marketing tool for job placement
(4) for student placement in a program of study
The purpose of the portfolio needs to be clearly established before work is collected for inclusion. Portfolios for student assessment are a collection of student work within the course or program of study that is designed to demonstrate progress of the learning. The learning outcomes help in determining the specific materials to be included in the portfolio.
Decisions need to be made on whether the portfolio is for formative or summative evaluation or both. The work and assignments to be included, the timing of the collection of the assignments, as well as whether the grading remarks will be included in the portfolio are also decisions that need to be made.
Nonselective portfolios are collections of all student work for a specified period. The focus of these is more on formative evaluation of student progress. A compilation of certain completed works by students is frequently referred to as a selective portfolio. A selective portfolio often contains works that are the best efforts of the student and are usually part of a summative evaluation.
Evaluation of the portfolio may occur during the course or plan of study (formative) or at the end (summative). A comprehensive portfolio may be used to demonstrate the acquisition of competencies during a program of study (Roberts, Shadbolt, Clark, & Simpson, 2014). It is important that clearly established criteria are identified for the assessment, evaluation or grading of the portfolio.
These criteria need to be shared with students at the onset of the process. Students may be required to critique their progress as the portfolio develops during the course, clinical placement, or the plan of study. When clearly delineated criteria are used, this exercise engages students in self-assessment and critical reflective skills that more effectively prepare them for real world practice (Roberts et al., 2014).
O’Sullivan et al. (2012) used portfolios in a competency-based medical curriculum and noted that students became very aware of the expected program outcomes as they repeatedly selected the materials to include and completed self reflections on their progress toward these outcomes.
Portfolios used as an outcome measure of a program can include selections of student work acquired throughout the curriculum. Samples of these portfolios can be used to evaluate student progress in an area such as writing skills to provide feedback about the effectiveness of the program (Robertson et al., 2010).
Although liberal arts graduates have used portfolios of their work when seeking employment and further study for many years, this approach is now increasing in nursing. In some geographical areas jobs for new graduates are competitive and an outstanding portfolio may assist to secure employment.
Karagory and Kirby (2014) have implemented digital badges as an electronic method to demonstrate specific competency acquisition. The digital badge can be linked to the student's electronic resume or portfolio.
An employer can open the badge to view samples of the work accomplished by the new graduate. Similarly, a portfolio or dossier may be useful when applying to academic institutions for advanced education.
Select BSN completion programs use student portfolios to validate prior learning and experience. Portfolios are often used in nursing programs for advanced placement of students. The portfolio is a compilation of objective evidence demonstrating expertise and skills acquired through prior learning, practical experience, or both.
Guidelines for compiling and assessing such portfolios must be clearly defined. Examples of documentation that may be included in this type of portfolio include (but are not limited to) a resume, performance evaluation, course syllabi or outlines, and evidence of professional activity.
Similar to student portfolios are those used by faculty; Faculty may use portfolios when they are seeking promotion or showing evidence in performance evaluations. Guidelines for construction of such portfolios usually include evidence and assessment of teaching, scholarship, and service, although specific requirements differ among institutions.
Advantages Portfolio Strategy for Evaluation In Nursing Education
Portfolios provide a broad sample of student work and can show evidence of progress or accomplishment, especially as they are linked to a program goal or competency. Identifying student strengths and weaknesses allows students to make improvements. Student reflection on the work in a portfolio can stimulate critical thinking and also provide evidence of the developing affective domain.
Using portfolios for advanced placement in programs enables students to receive credit for previous experience and reduces repetition of content. The e-portfolio provides increased access by both students and faculty and allows large amounts of data to be gathered, increasing the comprehensiveness of the data. The e-portfolio lends itself well to online courses and programs.
Disadvantages Portfolio Strategy for Evaluation In Nursing Education
Although collection of the portfolio papers is not time consuming, the main disadvantage associated with portfolios is the time needed to provide feedback and grades.
In addition, it is challenging and takes time for faculty to determine validity and reliability for the established grading criteria or rubrics. If e-portfolios are used, additional resources may be needed, such as the expense for software licensing or online storage costs as well as time for faculty and students to learn the technology.
Issues In Portfolio to Evaluate Learning Outcomes in Nursing Education
Major issues related to student portfolios are ownership of the portfolio, responsibility for collection, fair grading, use of nonselective versus selective portfolios and the format used to organize the portfolio. Both paper and electronic formats are used, although electronic ones are gaining in popularity.
When a portfolio is used for classroom or program assessment or evaluation, the faculty must determine the purpose of the portfolio (eg, to assess writing skill or critical thinking), which works will be collected, who is responsible for maintaining the portfolio, what criteria will be used to assess the collection, the scoring method, and timing of feedback.
When portfolio is used for program assessment purposes, faculty buy-in and adequate faculty development are key (Robertson et al., 2010). These authors emphasize the implications for organizational culture change, the need to clarify faculty role expectations for development and participation in the portfolio review process, institution of reward structures to recognize faculty service provided, and development of tools that adequately reflect the program outcomes that are all necessary for successful implementation of portfolio for program assessment.
Give your opinion if have any.