Making the grade in a portfolio-based system: student performance and the student perspective
1Department of Quantitative Health Sciences, Lerner College of Medicine Cleveland Clinic, Cleveland, OH, USA.
Frontiers in Psychology
|April 9, 2013
Summary
Portfolio assessment in graduate education impacts student performance and learning experience. While portfolio-only assessment is common, adding traditional grades (portfolio and grade) modestly improved scores and student confidence, despite increased stress.
Area of Science:
- Medical Education
- Educational Assessment
- Student Learning Experience
Background:
- Portfolios are increasingly popular assessment tools, yet their impact on the student creator is often overlooked.
- Traditional grading systems are widely used, but their effectiveness in fostering deep learning and confidence is debated.
- Graduate medical education programs face unique challenges in balancing innovative assessment with established evaluation methods.
Purpose of the Study:
- To investigate the influence of assessment practices (portfolio-only vs. portfolio and traditional grades) on classroom performance and student learning experience.
- To compare the educational outcomes of medical students using a portfolio-based system with those who also receive traditional letter grades.
- To explore student perceptions of how different assessment methods affect their mastery of knowledge and skills.
Main Methods:
- A comparative study involving 33 medical students at Case Western Reserve University School of Medicine.
- Participants were divided into two groups: 25 students assessed via portfolio only (P) and 8 students assessed via portfolio and traditional grades (PG).
- Classroom performance was evaluated using a comprehensive assessment, and student perspectives were gathered through a survey.
Main Results:
- Students in the portfolio and grade (PG) group achieved modestly higher scores on the comprehensive evaluation (76%) compared to the portfolio-only (P) group (72%).
- The PG group reported increased stress levels but also greater affirmation and self-assurance regarding their knowledge and skill mastery.
- The study highlights a potential gap in providing affirmation and self-assurance within purely portfolio-based assessment systems.
Conclusions:
- Integrating traditional grading alongside portfolio assessment in graduate medical education may enhance both objective performance and subjective confidence.
- Portfolio-based assessment systems may need further development to effectively incorporate elements of affirmation and self-assurance for students.
- Understanding the nuanced impact of different assessment strategies is crucial for optimizing the learning experience and educational outcomes in medical training.
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