Portfolio assessment

  • CL Teng
Keywords: Portfolio assessment, medical education

Abstract

The portfolio consists of a variety of documentation of a learner’s proof of learning. It has been promoted as one way toverify a learner’s personal and professional development, especially for the more mature trainees and doctors at work. Ithas not been widely accepted as a summative tool because the amount of time imposed on the learners may beconsiderable. Ways to improve the reliability of assessments on unstandardised portfolios are needed for its widerapplication.

References

Thistlethwaite JE. How to keep a portfolio. The Clinical Teacher. 2006;3(2):118-23.

Snadden D, Thomas M. The use of portfolio learning in medical education. Med Teach. 1998;20(3):192-99.

Pitts J, Coles C, Thomas P. Educational portfolios in the assessment of general practice trainers: reliability of assessors. Med Educ. 1999;33(7):515-20.

Snadden D. Portfolios – attempting to measure the unmeasurable? Med Educ. 1999;33(7):478-9.

Roberts C, Newble DI, O’Rourke AJ. Portfolio-based assessments in medical education: are they valid and reliable for summative purposes? Med Educ. 2002;36(10):899-900.

Published
2007-12-31
How to Cite
TengC. (2007). Portfolio assessment. Malaysian Family Physician, 2(3), 2. Retrieved from https://www.e-mfp.org/ojs3/index.php/MFP/article/view/267
Section
Original Articles