Portfolio Assessment: The Key to Learner Centered-Education
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Transcript of Portfolio Assessment: The Key to Learner Centered-Education
Portfolio Assessment: The Key to Learner Centered-Education
Carol Carraccio, MD, MAABP R3P Project January 31, 2007
Objectives:
Define “portfolio” Articulate why portfolios Make my passion for portfolios
contagious
Definition:
Purposeful collection of evidence that demonstrates the learner’s achievement of developmental milestones
System that provides a structured framework for learning & assessment
Rationale for Portfolios
The principles of portfolio assessment are well aligned with the conceptual framework of competency-based education
Matching Assessment Methods with Learning Mode
Competency-based Education
Learner centered Developmental
process
Requires formativefeedback & reflection
Requires multiple sources & types of assessment
Portfolio Teaching & Assessment
Learner driven Developmental
process & progress Stimulates formative
feedback & reflection System that provides a
practical approach to multiples sources & types of assessment
The Power of Assessment
Assessment drives learning
“Assessment expands professional horizons” “The assessment exercise becomes the
teachable moment” (Friedman Ben-David)
Teach what we value through portfolio assessment
What Message Do We Send With Portfolio Assessment?
Learner ownership of education Medical knowledge is one fragment of
medical education Reflection with the intent of
improvement is valued and critical to professional formation
Learning is a developmental process that continues for a life time
What If Learners Opened Portfolios on Day 1 … Imagine
Providing a roadmap for an educational continuum (UME, GME & MOC)
Instilling habits of mind/practice Supporting the evolution of learning
communities Developing a model for evidence-based
education Linking education and patient care
outcomes
Think Beyond Quantitative
“At present our assessment methods stem from the reductionist philosophy that underpins our discipline, and we are, thus, trapped by our need to compare like with like.
Until we can make a mental shift that allows us to include a more holistic approach to assessment, one which values the development of individuals over time, we will continue to struggle to measure the unmeasurable, and may end up measuring the irrelevant because it is easier.”
Snadden D. Portfolios- attempting to measure the unmeasurable? Medical education1999;33:478-479.
UME
GME
MOC PORTFOLIO