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Portfolio

Wirsma Arif Harahap FOME – FK Univ Andalas Padang 2013. Portfolio. Portfolio. Why Portfolio ? What is it ? What for ? How ?. “…a systematic and organized collection of evidence used by the teacher and student to monitor growth of students’ knowledge, skills and attitudes in a specific area.”.

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Portfolio

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  1. Wirsma Arif Harahap FOME – FK Univ Andalas Padang 2013 Portfolio

  2. Portfolio Why Portfolio ?What is it ?What for ?How ?

  3. “…a systematic and organized collection of evidence used by the teacher and student to monitor growth of students’ knowledge, skills and attitudes in a specific area.” What is a portfolio?

  4. A portfolio is a systematic collection of one’s work. • It is the primary way professionals display their work. • Artists, models, architects, etc. What is a portfolio?

  5. Portfolio assessment is an ongoing process. Portfolios

  6. (Pyramid Miller) Portfolio Mini-CEX OSCE MCQ

  7. Process Portfolio may include: journals, reflections, independent work, teacher evaluations, self evaluations • Product Portfolio: short, more accessible documents at mastery level Types of Portfolios

  8. Celebration Portfolio: Student’s use as mementos of their favorite learning activities and experiences; creative and imaginative Types of Portfolios

  9. Showcase Portfolio: Displays student’s best work; takes time • Digital Portfolio: May include text, graphics, video, and audio components; student’s gain computer skills Types of Portfolios

  10. >> Action: <<< Reflection! • Emotional exp: never processed Accurate & holistic Involves student Why use portfolios? Allows difference PROBLEM IN MEDICAL EDUCATION? A story the growth Improve teaching

  11. Limitations of single measure assessment • Shift in pedagogical theory to student-centered classrooms • Suited to collaboration • Students become independent learners • Portfolios combine instruction and assessment Why use portfolio?

  12. Portfolios can be tailored for individual student needs. • Portfolios can improve motivation. Why use portfolio ?

  13. 1. Documenting what is 2. Showcasingachievements 3. Reflectingon the experience 4. Developingexpertise 5. Empowering the learner Purposes of Portfolios

  14. USE/Research of PORTFOLIO Portfolios: Measuring the Art and the Science in Medical Education Portfolios as a Novel Approach for Student Evaluation PORTFOLIO AS A LEARNING TOOLFOR MEDICAL STUDENTS The Individual Learning Planning & Portfolio: Skills for Adult Learners Portfolio Use for Learning and Assessment Career-Portfolio Rules & Guidelines for Teacher Recruitment

  15. The questions: 1. What did you learn? 2. Who helped you with the patient? 3. What might you do differently next time? 4. Were your values challenged? 5. What made you feel good? 6. How to share with others? Competency based reflections ReflectivePortfolio

  16. Documentation Showcase Reflection Developmental Access Achievement Introspection Show improvement Benefits of Portfolios

  17. book Portfolio • Provided Portfolio binder  all the necessary documents/components • Some components: - Logbook - Letter/certificate - Reflection - Results of tests - Research - Photograph

  18. Decide the purpose. • Carefully select the contents. • Determine the collection schedule. • Plan assessment criteria. Characteristics of a good portfolio

  19. UMN E-Portfolio Homepagehttps://portfolio.umn.edu/portfolio/index.jsp

  20. PORTFOLIO : 1. BENTUK POTFOLIO 2. ISI DOKUMEN PORT FOLIO 3. Rencana PELAKSANAAN REFLEKSI 4. CONTOH REFLEKSI 5. CONTOH MENTORING

  21. Dokumenpada portfolio:  Bentuk BINDER ISI PORTFOLIO: - Logbook - Surat2 tugas - Nilai– nilai tugas / ujian - Nilaipresentasi - Aktivitas lain - Sertifikat - Penelitian - RefleksiKasus/Self assesment - Mentoring/Umpanbalik - Foto-2 dokumentasi

  22. CONTOH REFLEKSI KASUS • IdentitasKasus • Analisis KAP (knowledge, attitude, practice) darisisipasien/ masy • Evidence base diagnosis danmanajemen • Adakah empati pribadi terhadap kasus inisehubunganpenyakit, kondisisosialekonomi, psikologis, dan lain lain. • Evaluasi: pengalaman yang dapatdiambildarikasusini • Tindak lanjut: jika terjadi kasus serupa, apa yang akan dikerjakanberdasarkan EBM/data Refleksi kasus: 1 kasus tiapduaminggu.

  23. Mentoring padarefleksikasus: • Apa yang telahkamupelajari? • Siapa yang membantukamu ? • Apa yang kamukerjakanberbedauntuk yang akandatang? • Apakahkasusmemberitantangan/menarikataubiasasaja? • Apa yang membuatkamumerasasuka? • Bagaimanakamuberbagipengalamandenganteman lain?  SARAN-SARAN untukperbaikan

  24. Log book Experiences learning  Chronological arrange Portfolio: > Complex • Evidence collection of learning results • Reflection of learning experiences  Improvement aspect • Formative & summative Assessment

  25. Portfolio Conferences • Consist of meetings in which students review learning goals and discuss progress is a key element in the portfolio assessment process. • Most conferences are between students and their teachers • They give students opportunities to consider their interests and to access their abilities, such as: • Reflective discussion • Enable students to participate actively in the assessment process

  26. Peer, Small-Group and Student-Led Conferences

  27. Student-Lead Conferences Student-Lead Conferences- allow students to share their progress with their parents in structured conferences.

  28. Peer Conferences Peer Conferences- meetings between two students to discuss portfolio goals, activities, and progress.

  29. Small-Group Conferences Small-Group Conferences- meetings with three to five students.

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