AbstractThe 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.
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