Module Components

• Overview
• Assignments

Topics

• Assessing Learning Outcomes
• Testing
• Competency Assessment
• Learning Contracts
• Portfolios
• Conclusion

Nurs 791 - Instructional Strategies and Assessment

Module 8: Assessing Learning

Portfolios

In Module 1, portfolios were described as way that teachers can demonstrate their achievements. When portfolios are a collection of a learner’s work over time, they can also be used for assessing various parameters of learning. Specific examples of use of portfolios in colleges are evident in assessing learning in individual students as well as specific programs. While the primary use is in the creative arts (e.g. painting, writing), some schools are using this approach in other areas. The usage in health professions is small at this time, but anticipated to grow in the future.

There are many approaches to how to develop a teaching portfolio. You may be interested in some approaches described in this information from the Ohio State University.

As you see in your syllabus for this course, some of the assignments are designed to be “products” that you could use to start your teaching portfolio.  This activity would be formative as you are developing in your role as a teacher.  Later, were you to use a portfolio for evidence of your teaching ability, the portfolio may have different content and take on a different perspective and become summative of evidence of your ability as a teacher.   

Portfolios are not just for teaching.  In a recent publication, Byrne et al. (2007) discuss the role of portfolios in documenting professional competence. 

Portfolios are also for demonstrating student learning and achievement.  Students in art and music have been doing this for many years.  More recently, the use of a portfolio is moving into health professions. 

Reference:  Byrne, M., Delarose, T., King, C.A., Leske, J., Sapnas, K.G., and Schroeter, K. (2007).  Continued professional competence and portfolios.  Journal of Trauma Nursing.  14(1), 24-31.