Evidence within a portfolio-based assessment program: What do medical students select to document their performance?

Elaine F. DanneferCase Western Reserve University, USA; ELAINE F. DANNEFER, PhD, is a Professor of Medicine and Director of Research and Assessment at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USA.Correspondence[email protected]

S. Beth BiererCase Western Reserve University, USA; S. BETH BIERER, PhD, is an Assistant Professor of Medicine and Director of Evaluation at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USA.

Sophia P. GladdingUniversity of Minnesota, USA; SOPHIA P. GLADDING, PhD, is an Assistant Professor and Director of Evaluation in the Departments of Medicine and Pediatrics at the University of Minnesota, MN. She participated in this study while she was a postdoctoral research fellow in medical education at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USA.

Abstract

Background: Decisions about performance in programs of assessment that provide an array of assessment evidence require judgments about the quality of different pieces of assessment data to determine which combination of data points best represent a trainee's overall performance.

Aim: In this article, we examine the nature of evidence selected by first-year medical students to include in a portfolio used to make promotion decisions.

Methods: We reviewed portfolios to examine the number, type, and source of assessments selected by students (n = 32) to document their performance in seven competencies. The quality of assessment data selected for each competency was rated by promotion committee members (n = 14).

Results: Findings indicate that students cited multiple types and sources of available assessments. The promotion committee rated evidence quality highest for competencies where the program provided sufficient evidence for students to cite a broad range of assessments. When assessments were not provided by the program, students cited self-generated evidence.

Conclusion: We found that when student-constructed portfolios are part of an overall assessment system, students generally select evidence in proportion to the number and types of assessments available.

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