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

Abstract

Despite considerable evidence recognizing the importance of learners' perceptions of the assessment process, there is little literature depicting the participants' experience. We aim to capture these perceptions in order to gain insights into the strengths and weaknesses of a competency-based assessment system. Cleveland Clinic Lerner College of Medicine has implemented a learner-centered portfolio assessment system built around competency standards and continuous formative feedback. Promotion of students is based upon their feedback-supported portfolio essays, but feedback itself is individualized and formative in nature under the umbrella of the competencies. Importantly, there are no grades or ranking awarded for the competencies or at promotion. Four students share personal reflections of their experience to illuminate themes from the subjective experience of the learner and to understand how to align the learners' interests with the requirements of an assessment program.

Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system – An activity theory analysis

“…Activity systems of the mentoring process. Davis et al 2009;Altahawi et al 2012). Studies on the mentors' perspective showed that mentors learned themselves and benefited in terms of improved interviewing skills, and job satisfaction (Connor et al 2000;Allen & Eby 2003;Eby & Lockwood 2005;Overeem et al 2010), as well as learning not to solve problems for the mentee, and dealing with tensions if the portfolio was assessed (Anderson & DeMeulle 1998;Overeem et al 2010).…”

e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

“…Similarly, if e-portfolios are used to facilitate SDL, learners should receive frequent coaching that complements portfolio use (Altahawi et al, 2012;Kicken et al, 2009b;Welsh, 2012).…”

“…Three studies have reported results about coaching. In the Altahawi et al (2012) study students reported that reception of structured feedback early on led them to actively seek feedback later on; furthermore, the provision of formative feedback inspired a gradual shift from deficit thinking towards proficiency strengthening (i.e., moving from experiencing criticism as disciplinary action towards approaching criticism constructively). Similar findings are reported in the Welsh (2012) study that investigated students' perceptions about using an eportfolio to help self-regulate their learning.…”

“…A representative quote: "I found my entire approach to my education had changed. I was even actively seeking feedback and acting on it without prompt from the system" (Altahawi et al, 2012;p. 223).…”

“…One exploratory study investigated the effect of using portfolio-based competency assessment on the ascilite development of reflective practice. Altahawi et al (2012) inquired about student perspectives on a portfolio-based competency assessment system that was designed to facilitate SDL skills. The students reported that the competency-based system had helped them become more self-directed learners.…”