Nune Education T&y (1994) 14,3%43 @ Longman Group UK Ltd 1994

The views of students and teachers on the use of portfolios as a learning and assessment tool in midwifery education

Mary Mitchell

As the introduction of devolved continuous assessment in midwifery education has led to the introduction of new and varied learning and assessment strategies, there is a need to evaluate their use. The focus of this study is on the views of students and teachers and on portfolios as a learning and assessment tool in midwifery education.

In a small exploratory study questionnaires were used to obtain both quantitative and qualitative data from 24 student midwives. Eight tutors were also interviewed. Data was analysed using an adapted version of grounded theory.

Many students had negative feelings about the use of portfolios. In particular problems related to lack of motivation, uncertainty about what was expected of them, difficulty in expressing personal thoughts and feelings and the subsequent anxiety that this created. Tutors showed some awareness of the relative merits associated with the use of portfolios for learning and assessment. Although some of the students problems in keeping the portfolio were appreciated by the tutors, the students perceived there were few attempts made to rectify or minimise these difficulties.

INTRODUCTION

In 1990 the curriculum for post-registration education and training of student midwives was revised to incorporate a system of devolved continuous assessment. This system allows indi- vidual institutions to use innovative methods of

assessment. Thus an entirely different strategy

of assessment had been devised. This study is

Mary Mitchell Cert Ed ADM RM RGN Midwifery Tutor, Avon and Gloucestershire College of Health, Midwifery Education Department, Southmead Hospital, Bristol BSlO 5NB. UK (Requests for offprints to MM) Manuscript accepted 2 June 1993

38

concerned with one particular component of the

assessment scheme:

A portfolio which is kept throughout the

course and follows the students progressive

development, clinically and theoretically,

towards the full understanding of, and ability to fulfil the role of the midwife. The portfolio

should demonstrate reflection on practice, the

ability to draw constructive conclusions and

originality of presentation. (Post-registration

Midwifery Training Document. Avon College

of Health 1990)

Shortly after this new assessment strategy was

implemented, it became apparent that the students were experiencing difficulties and expressing anxieties concerning the portfolio.

They were unsure of the requirements expected

of them and it was perceived that there was little

consensus in agreement among tutors. This led

to a kindling of interest in portfolio development and ultimately to this study. The main aim of the

study was to seek a greater understanding of students and teachers perceptions, feelings and experiences regarding the use of portfolios.

LITERATURE REVIEW

The use of portfolios as a learning and assess-

ment tool has attracted little attention in mid-

wifery or nurse education. Indeed, there is little written about portfolios in British literature. In

considering the philosophy and principles of portfolios a review of work on the use of diaries,

logs, journals and autobiographical writings was

also undertaken. The concept of portfolios was developed in

North America. A working definition is given by

Paulson et al ( 199 1, p 60):

A portfolio is a purposeful collection of

student work that exhibits the student’s efforts, progress and achievements in one or more areas. The collection must include

student participation in selecting contents, the

criteria for selection, the criteria for judging merit. and evidence of self-reflection.

The system of portfolio use in this study

reflects all of these areas, except that students do not stipulate their own criteria forjudging merit. The constraints of the curriculum and statutory requirements dictate that consistent criteria are

used for assessing student work. Smith & Mur- phy (1990) use examples of three portfolio

systems to illustrate the point that there is no such thing as ‘the Portfolio’. Different groups

within a variety of subject areas may use differ-

ent portfolio systems depending on their pur- pose and what best suits local needs.

Paulson & Paulson ( 199 1) see the portfolio as having the potential to be a ‘powerful edu- cational tool’ for developing student autonomy in learning. It is considered that when portfolios are used for assessment purposes then this assessment is placed at the heart of the learning

process. Keeping a portfolio is believed to facil-

itate the students to develop their ability to

become independent self-directed learners. The

students have complete freedom over the con- tent of their portfolio and this should give them the motivation to follow and develop areas of individual interest. Krest (1990) using portfolios in the area of writing skills, cites this as the main

advantage to their use. Keeping a portfolio encourages students to

enhance their skills of reflection (Walker 1985). Learning from experiences both within and

outside the classroom setting is facilitated. It is

argued that through the process of reflection

students develop an insight into their own atti- tudes, values and behaviour and those of others

(Boud et al 1985). Students gain confidence as

they watch their ideas take hold and witness their

own development through the portfolio. The portfolio provides the teacher with an oppor-

tunity to assess students in a broader context rather than merely focusing on the acquisition 01

skills and knowledge. However, most of these

beneficial claims for the use of portfolios are as

yet unsubstantiated. The discussions reflect the views of teachers who express the advantages of

portfolio use without the support of empirical evidence to support their claims.

There is little critical appraisal in the literature on the use of portfolios. This may be attributed

to the ‘newness’ and relative lack of experience in the use of portfolios in learning and assessment. Krest (1990) found that a number of students failed to be challenged or motivated in keeping

their portfolio. This problem was rectified by adapting the portfolio to meet individual needs. However a number of key issues and concerns

are highlighted. There may be a potential con-

flict for portfolios serving both purposes of’ learning/individual assessment and large scale

assessment. Can portfolios be assessed if con-

tents and work have not been standardised? Walker (1985) might argue that the demon- stration of individual growth and development is sufficient but where professional practice and public accountability is concerned, as in mid- wifery education, this may not be satisf’actorv. What criteria should be involved in making judgements about students attitutes. feelings

40 NURSE EDUCATION TODAY

and behaviour? Other areas of concern surround issues of privacy and confidentiality. Krest (1990) found her students exhibited a high level of ownership of their portfolios and were often reluctant to share their portfolios with

teachers or other students. Little reference is made to the views of

students in the literature. The authors concen-

trate mainly on the theoretical advantages to the

students and individual teachers experiences of portfolios. What is missing as Pinar 8c Crummet

(1970) point out is the ‘study of the student’s

point of view from the student’s point of view’. Portfolios in learning and assessment have

some similarities to portfolio keeping for accre- diting prior experiential learning. Literature on

student perspectives in this context reveals simi- lar advantages to those already discussed. Also

cited are an increased self-awareness and insight

into personal strengths and weaknesses

(McGrath & Skelton 1984), greater choice, per- sonal input into education (Lambeth et al 1989)

and an increase in confidence and sense of personal achievement (Oeschle et al 1990).

Criticisms were few, those mentioned included comments on how time consuming it is to pre-

pare a portfolio and the anxiety they created until the students became familiar with their use

(Budnick 8c Beaver 1984). The growth in use of portfolios in America has

some similarity to the continuing movement

within general education in the UK towards the

use of records of achievement and profiling. Although a great deal of research and evaluation

is currently being conducted into profiles, rela- tively little is known about how the students

themselves respond and whether in practice they

fulfil the intentions meant of them. Broadfoot (1988) highlights a number of problems occurring with the practical implementation of profiles. Many students have expressed their unease to the intrusion of privacy posed by portfolios. Teachers have also experienced diffi-

culty in encouraging students to write about their personal feelings and behaviour; and report that students show a lack of enthusiasm in keeping their profile.

There has been a surge of interest, in recent years, in the role of writing to promote reflec-

tion. Educational literature includes a variety of methods and approaches to enhance learning

experiences. Diaries, journals and autobiogra- phical writings share a common factor with portfolios in the desire to attend to the affective

domain of learning experiences. Powell (1985) encourages autobiographical writings for students to explore the nature of their own

learning. Kainer (1980) believes writing pro- motes catharsis, problem solving and creative

skills. Butler’s (1982) students evaluating their

own journals upheld these beliefs. Problems may arise when portfolios are used

for both purposes of learning and assessment.

Summative assessment included as a purpose of portfolio use, may have a profound affect on the

way students contribute to their use. It may also

affect their experiences and perceptions of the benefits to themselves of portfolio use.

METHODOLOGY

This was a small exploration study involving 24 post-registration student midwives and 8

teachers. The teachers were those who were involved in giving advice and guidance to the

above students with regard to their portfolio. Questionnaires with open and closed ques-

tions were used to investigate the students per- ceptions of portfolio use. Semi-structured interviews were used to obtain data from the

tutors. Data was analysed manually. The method used to categorise and code the interveiw trans-

cripts and qualitative part of the questionnaire

was an adapted version of Burnard’s (199 1). The main aim was to produce a detailed and systema- tic recording of themes and issues found in the data and to link these to a category system.

Initially the interview notes and the responses to the open questions in the questionnaires were read through and notes made of the themes and patterns which emerged. With further examin- ation these themes were grouped together to form a list of categories. The notes were worked through again and coded according to the list of categories. Multiple copies of the notes were made to enable all the coded sections to be cut up

NUKSE EDU(:ATION TODAY 4 1

and kept together. The original notes were kept

whole so that it was possible to refer back to them

and in order that comments which were cut out

could be seen in their original context when writing up the findings.

FINDINGS AND DISCUSSION

Overall the students responses were marginally negative. The majority of students found the

portfolio did not motivate them to learn. A

number of students found keeping their portfo- lio a ‘time consuming chore’. Another found the

portfolio ‘impeded learning opportunities by having to devote time to it’. ‘it has frightened me

and put me into a panic’ was a worrying remark made by a student explaining why the portfolio

failed to motivate her. Of those who responded positively the most

frequent explanation given was that the portfo- lio encouraged further reading. These responses do not tie in with the philosophy of the

portfolio motivating students by allowing auto-

nomy in choice of content. The students did not seem to be taking advantage of the flexibility and

freedom inherent in the philosophy of portfolio keeping. This may have been due to a failure in

the introductory process or the continued advice and guidance given by the tutor. This was highlighted by one student who writes ‘you read

and write what you think you should concentrate on not what interests you’ and another ‘you include what you think the assessor wants to see’

Broadfoot (1988) in attempting to explain her students’ lack of enthusiasm in profiling remarked that the students’ positive and nega-

tive attitudes appeared to be derived from the attitudes of the teachers. The students percep- tions in this study may certainly have been influenced by their tutors. However, all but one of the tutors spoke very positively about the use of portfolios for learning and assessment, although there did seem to be some lack of awareness among the tutors of the various theo-

retical advantages and disadvantages to the

student of keeping a portfolio. Six of the tutors

saw the main aim or philosophy behind the use

of the portfolio as ‘to demonstrate personal

growth and professional development’, the emphasis then being very much on assessment

rather than the portfolio as a valuable learning tool. This finding is not surprising due to the limited experience teachers have in the use of

portfolios and the lack of discussion in literature. The anxiety experienced by the students

could also have a negative effect on motivation.

This anxiety related to the uncertainty of what

was expected of them and the time consuming

nature of keeping a portfolio alongside the many other demands on their time. It was surprising

how some of the students 6 or 8 months into

their course and portfolio keeping were still not sure of whether ‘I’m doing it correctly’ and ‘1

don’t have a clue what is being asked of me’. This could be due to the introductory process and the

insufficient guidelines available which both students and teachers expressed as a concern.

Portfolio keeping appeared to contribute little

to increasing students’ self-awareness of strengths and weaknesses. Indeed, in some students the portfolio seems to have reinforced

weaknesses without pointing the way for

development. This finding is in contrast to that found in the literature. However in many of the

examples quoted in the literature the portfolios

were not subject to external scrutiny and assess- ment. It may be that those students safe in their knowledge of privacy, found this self-awareness

from the self-expression from writing these

down. Certainly the students in this study experienced difficulties in writing about their innermost thoughts and feelings. This was

expressed by many of the students some of whom thought it was ‘an invasion of privacy’.

This finding was also expressed by the teachers

as a problem. Many of the students were unwill- ing to share their portfolio. One of the teachers explained how difficult it is ‘to get the trust of the student as ultimately the teacher is in the position of power and will be required to pass or fail them at the end of the day’. Incorporating a self-assessment system may help to overcome this problem.

42 NURSE EDUCATION TODAY

Four of the eight teachers considered the portfolio advantageous as a diagnostic tool. CONCLUSION

Many comments made emphasised the tutor’s role in this respect. However, since one of the Overall tutors felt the portfolio was a valuable

aims of the portfolio is to encourage student learning tool both from their own point of view

autonomy the tutor must assume the facilitative and that of the students. Some of the students

role to support the student’s development of difficulties were appreciated, but from the

self-assessment skills. This role was acknow- students experience few attempts were made to

ledged by some of the tutors. The balance rectify or minimise these problems. While a

between guiding and telling may be difficult and number of students found keeping a portfolio

this was apparently experienced by one student assisted them in their learning and felt it a fair

who commented on the communications method of assessment the majority did not. It

between herself and the tutor as ‘she gives it seems the main inhibitors were; the students

back, I redo it’. Broadfoot (1988) also found uncertainty of what was expected of them,

some evidence of tutor domination with the use recording personal feelings and emotions and

of profiles. This type of experience may lessen the anxiety that both of these created for them.

with an appropriate format for self-assessment Certainly, for many of the students the portfolio

and with time as the students self-confidence did not seem to fulfil the theoretical advantages

grows in portfolio keeping. discussed in the literature. These benefits may

Students do seem to value the increased com- not have materialised in practice due to the

munication with their tutor and this was also inexperience of both teachers and students on

expressed by the tutors who appreciated the the use of portfolios. As expertise develops with

improved relationships that this communication time and experience both teachers and students

brought. may adopt different perspectives.

Many of the students had negative feelings Due to the small sample the findings of this

about the use of the portfolio for assessment study are limited. However, some of the

purposes. The tutors’ perceptions of the advan- strengths, weaknesses and issues surrounding

tages of portfolio assessment did not reflect portfolios are highlighted and these may be

those of the students. Only one tutor felt portfo- worthy of further research.

lies should not be used for assessment. A The most important recommendation for

common theme was the teachers’ belief in the future practice, is for teachers to be aware of the

ability of the portfolio to demonstrate a broader, problems that surround the use of portfolios.

more complete picture of the student than the Until the students develop self-assurance and

usual traditional examination format of assess- confidence in keeping their portfolio the provi-

ment. The continuous nature of the portfolio sion of adequate support and guidance is also

was also cited as an advantage for the students. vital.

This continuous nature of the portfolio was one of the very criticisms that the students made. References There also appeared to be a correlation between positive feeling about portfolio assessment and Boud D, Keogh R, Walker D 1985 Reflection: Turning

the ease and ability students had in expressing exprience into learning. Kogan Page, London

Broadfoot P 1988 Personal development through their personal thoughts and feelings. profiling, a critique. B J of Guidance and Counselling

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assess and expressed concerns about the subjec- portfolio. Nursing Outlook 32(5): 268-269 tive nature of this form of assessment. However, Burnard P 1991 A method of analysing interview

most felt that it was possible to see personal and transcripts in qualitative research. Nurse Education Today 11: 46 l-l66

professional growth as the students develop over Butler S 1982 Assessing the journal: an exercise in self

time. evaluation. The English Quarterly 14: 74-83

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