Portfolio Assessment: The Key to Learner Centered-Education

Carol Carraccio, MD, MAABP R3P Project January 31, 2007

Objectives:

Define “portfolio” Articulate why portfolios Make my passion for portfolios

contagious

Definition:

Purposeful collection of evidence that demonstrates the learner’s achievement of developmental milestones

System that provides a structured framework for learning & assessment

Rationale for Portfolios

The principles of portfolio assessment are well aligned with the conceptual framework of competency-based education

Matching Assessment Methods with Learning ModeCompetency-based

Education Learner centered Developmental process

Requires formativefeedback & reflection

Requires multiple sources & types of assessment

Portfolio Teaching & Assessment

Learner driven Developmental

process & progress Stimulates formative

feedback & reflection System that provides a

practical approach to multiples sources & types of assessment

The Power of Assessment

Assessment drives learning

“Assessment expands professional horizons” “The assessment exercise becomes the

teachable moment” (Friedman Ben-David)

Teach what we value through portfolio assessment

What Message Do We Send With Portfolio Assessment?

Learner ownership of education Medical knowledge is one fragment of

medical education Reflection with the intent of

improvement is valued and critical to professional formation

Learning is a developmental process that continues for a life time

What If Learners Opened Portfolios on Day 1 … Imagine

Providing a roadmap for an educational continuum (UME, GME & MOC)

Instilling habits of mind/practice Supporting the evolution of learning

communities Developing a model for evidence-based

education Linking education and patient care

outcomes

Think Beyond Quantitative“At present our assessment methods stem from the reductionist philosophy that underpins our discipline, and we are, thus, trapped by our need to compare like with like.

Until we can make a mental shift that allows us to include a more holistic approach to assessment, one which values the development of individuals over time, we will continue to struggle to measure the unmeasurable, and may end up measuring the irrelevant because it is easier.”

Snadden D. Portfolios- attempting to measure the unmeasurable? Medical education1999;33:478-479.

UMEGME

MOC PORTFOLIO