Melanie Jasper

Evaluating Portfolio Assessment Systems: What Are the Appropriate Criteria?.

PURPOSEnThe purpose of this paper is to discuss how portfolio assessment processes should be evaluated.nnnBACKGROUNDnArticles in the nursing literature discuss the use of validity and reliability as criteria for evaluating portfolio assessment processes, and recommendations include tighter specification of grading criteria, a standardized national approach to assessing clinical competence in nursing students, and inter-rater reliability checks. On the other hand, some general practitioner educators suggest that these may not be the appropriate criteria because the nature of the evidence in portfolios is descriptive and judgement-based rather than quantifiable.nnnMETHODnDrawing on multi-method case study data from a recent study evaluating the use of portfolios in the assessment of learning and competence in nursing education in England, we suggest that criteria developed to evaluate qualitative research may be more appropriate for evaluating portfolio assessment processes.nnnDISCUSSIONnMultiple sources of evidence from the varied perspectives of students, teachers, practice assessors and external examiners are tapped as part of the portfolio assessment process. Tripartite meetings between students, teachers and clinical assessors to review placements are crucial in verifying both the written evidence and students ability to communicate and critically analyse their performance. The variety of evidence collected would potentially allow monitoring, using qualitative research evaluation criteria, both of the portfolios themselves and the systems by which they are monitored and evaluated. However, not all this information is collected consistently and systematically, as called for in curriculum documents.nnnCONCLUSIONSnUse of qualitative research evaluation criteria offers a potentially productive way forward in evaluating portfolio assessment processes but some aspects of current practice need to be tightened, particularly double marking, internal moderation and external examining.

Using portfolios in the assessment of learning and competence: the impact of four models

This paper discusses the diversity of portfolio use highlighted in a study funded by the English National Board for Nursing, Midwifery and Health Visiting exploring the effectiveness of portfolios in assessing learning and competence (). Data collection was undertaken in two stages: through a national telephone survey of Higher Education Institutions (HEIs) delivering nursing programmes (stage 1); and through four in-depth case studies of portfolios use (stage 2). Data collection for stage two was undertaken through field work in four HEIs purporting to use portfolios as an assessment strategy, and their associated clinical placement settings. Four approaches to the structure and use of portfolios were evident from the stage 2 case study data; these were characterised as: the shopping trolley; toast rack; spinal column and cake mix. The case study data also highlighted the evolutionary nature of portfolio development and a range of additional factors influencing the effectiveness of their use, including language of assessment, degree of guidance and expectations of clinical and academic staff.

The portfolioworkbook as a strategy for student-centred learning

This paper described the portfolio workbook as a strategy to support student-centred learning in nurse education. The portfolio workbook combines the use of reflection on prior experiences, forward planning to meet identified course outcomes, critical incident analysis and a reflective journal to ensure the integration of theory with practice. This enables the student, rather than the teacher, to control the educative process, and thus develops the skills of autonomy and decision-making envisaged in the development of Project 2000 courses. In using a weekly add-on format, the workbook provides a comprehensive record of the students learning, whilst at the same time monitoring progress and facilitating the acquisition of knowledge and skills. The use of reflective practice from the beginning of the course, and reinforced throughout, enables the student to internalize the process as a way of identifying and managing their own learning needs. The author concludes that this strategy would be appropriate for all types of nurse learners; however, a precondition for this is an espousal and commitment by teachers to student-centered philosophies and methods of learning.

A shortened common foundation programme for graduates — the students' experience of student-centred learning

This paper examines the students experience of student-centred teaching and learning strategies within a shortened Common Foundation Programme (CFP) for Graduates. The perceptions of student-centreness and its use as experienced by the students is addressed using material generated from on-going research using new-paradigm methodology within an action research framework. Graduates enter nurse training from the background of a subject area and possessing the academic skills required to access and assimilate knowledge effectively. These qualities underpin the design of this course, which concentrates on enabling the students to achieve the learning outcomes of the CFP within a flexible structure concentrating on skill acquisition and reflective practice according to the needs of the individual. The differing expectations of the course, the need for clear, externally set objectives, and the question of the ability of the students to self-motivate arise as the pertinent issues from the evaluation. These are discussed with reference to the students perceived needs, levels of achievement and differing learning styles. The author concludes that student-centred methods are appropriate for nurse education, but that these have significant implications for course design, course content and staff development, if the course is to satisfy both students and teachers.

A framework for a process-driven common foundation programme for graduates

This paper discusses some of the problems encountered in writing a shortened Common Foundation Programme in nursing for graduates, and outlines a course which takes as its starting point the particular educational needs and requirements of the student group. Thus, the first question to be addressed by the curriculum writers when designing the course was How can we teach these students?, rather than What can we teach them?. The resulting process-driven course is heavily influenced by the student-centred philosophy of Carl Rogers, and utilizes a variety of large- and small-group methods to facilitate the students in gradually taking responsibility for, and making decisions about, their learning needs. The paper continues with some strategies for ensuring a smooth transition from a tutor-led, syllabus-driven start to the course, to a student-led, process-driven finish for both the theoretical and clinical components, and for the assessment schedule. Finally, a student-centred approach to evaluation is briefly outlined, and the paper concludes by suggesting that the principles employed in designing and implementing this course could be successfully transferred to a wide variety of other educational settings.

Some strategies for curriculum development in nurse education

Abstract The increasing demand on nurses to adopt the roles and responsibilities of full professional status have been reflected in nurse training by the move into higher education. However, while there are undoubted benefits to this move, the authors believe that it has been at the expense of student involvement in their courses and a widening of the gap between theory and practice. This paper presents three strategies for addressing those problems. Firstly, the authors argue for a student‐centred humanistic approach to education within the constraints of a curriculum for professional training. Secondly, they present a strategy for narrowing the theory practice gap through the use of reflective practice. Finally, they outline an approach to continuous and ongoing course evaluation in which findings are immediately applied to produce a flexible and responsive curriculum. The paper concludes by arguing that this broad approach could be successfully employed in any professional training within the further a...