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Published on: September 4, 2019
Examiner perceptions of a portfolio assessment process
Margery H Davis1, Gominda G Ponnamperuma
1University of Dundee, UK.
Medical Teacher
|April 29, 2010
Summary
Examiner feedback on Dundee Medical School's portfolio assessment indicates learning outcomes provide a good framework. However, portfolio content volume and assessment time require adjustment for optimal learner achievement evaluation.
Area of Science:
- Medical Education
- Assessment in Medical Training
Background:
- The portfolio assessment process is crucial for evaluating learner achievement in medical education.
- Dundee Medical School utilizes a portfolio assessment process within its 5-year curriculum.
Purpose of the Study:
- To evaluate examiner perceptions of Dundee Medical School's portfolio assessment process.
- To assess the suitability of learning outcomes, portfolio content, assessment procedures, and examination format.
Main Methods:
- A questionnaire survey was administered to collect examiner feedback.
- Examiner responses were analyzed and compared across three years (1999, 2000, 2003).
Main Results:
- Examiners found the 12 exit learning outcomes effective as a framework for portfolio assessment.
- Challenges were identified regarding the volume of portfolio content and allocated assessment time.
- The holistic view of the candidate provided by the portfolio was considered a significant strength.
Conclusions:
- The established learning outcomes offer a suitable framework for portfolio assessment.
- Portfolio content quantity and assessment time require refinement for better practicability.
- The comprehensive candidate overview remains a key benefit of the portfolio assessment process.
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