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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Student perspectives on assessment: experience in a competency-based portfolio system.

Faysal Altahawi¹, Bryan Sisk, Stacey Poloskey

¹Cleveland Clinic Lerner College, Case Western Reserve University, Cleveland OH, USA.

Medical Teacher

|February 28, 2012

Summary

Learners value individualized feedback in competency-based assessment systems. Understanding student perceptions of portfolio assessment is key to improving educational evaluation and aligning learner needs with program requirements.

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Area of Science:

Medical Education
Assessment in Higher Education

Background:

Learner perceptions of assessment are crucial but under-researched.
Competency-based assessment systems require understanding the student experience.

Purpose of the Study:

To capture learners' perceptions of a competency-based portfolio assessment system.
To identify strengths and weaknesses of the assessment system from the student perspective.

Main Methods:

Qualitative study involving personal reflections from four medical students.
Focus on subjective experiences within a learner-centered portfolio system.
Analysis of themes related to individualized, formative feedback and competency standards.

Main Results:

Students' subjective experiences highlight the importance of individualized, formative feedback.
Alignment between learner interests and assessment program requirements is a key theme.
No grades or ranking in the system influences the learner experience.

Conclusions:

Learner-centered portfolio assessment, with a focus on feedback, can be effective.
Understanding and incorporating student perspectives is vital for optimizing assessment design.
This approach can better align student needs with educational program goals.