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Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development?
Andrea Oudkerk Pool1,2, A Debbie C Jaarsma3, Erik W Driessen4
1School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands. andrea.oudkerk@gmail.com.
Perspectives on Medical Education
|April 11, 2020
Summary
Students
Area of Science:
- Medical Education
- Competency-Based Assessment
Background:
- Portfolio-based assessments are crucial for documenting learner competence development.
- Understanding student perspectives on portfolio content is essential for accurate reflection.
Purpose of the Study:
- To explore how students select and document performance data in competency-based portfolios.
- To investigate students' perceptions of portfolio data representativeness for competence development.
Main Methods:
- Twelve students utilized competency-based portfolios and audio diaries during a clerkship.
- Thematic analysis was applied to interviews exploring the alignment between portfolio documentation and perceived competence development.
Main Results:
- Portfolio documentation offers an accurate yet fragmented view of student progress.
- Documentation is influenced by the learning-assessment balance, student beliefs, evaluation strategies, environment, and portfolio structure.
Conclusions:
- Student perceptions are vital for effective competency-based portfolio implementation.
- Coaching on selecting meaningful data and flexible portfolio structures can enhance the fit between documented evidence and experienced competence development.
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