Friedman Ben David M., Davis M. H., Harden R. M., Howie P. W., Ker J., Pippard M. J.
Centre for Medical Education, University of Dundee, Scotland.
Med Teach. 2001 Oct;23(6):535-551. doi: 10.1080/01421590120090952.
This guide is intended to inform medical teachers about the use of portfolios for student assessment. It provides a background to the topic, reviews the range of assessment purposes for which portfolios have been used, identifies possible portfolio contents and outlines the advantages of portfolio assessment with particular focus on assessing professionalism. The experience of one medical school, the University of Dundee, is presented as a case study. The current state of understanding of the technical, psychometric issues relating to portfolio assessment is clarified. The final part of the paper provides a practical guide for those wishing to design and implement portfolio assessment in their own institutions. Five steps in the portfolio assessment process are identified: documentation, reflection, evaluation, defence and decision. It is concluded that portfolio assessment is an important addition to the assessor's toolkit. Reasons for using portfolios for assessment purposes include the impact that they have in driving student learning and their ability to measure outcomes such as professionalism that are difficult to assess using traditional methods.
本指南旨在让医学教师了解如何使用档案袋进行学生评估。它提供了该主题的背景信息，回顾了使用档案袋的一系列评估目的，确定了档案袋可能包含的内容，并概述了档案袋评估的优点，特别侧重于评估职业素养。作为案例研究，介绍了一所医学院——邓迪大学的经验。阐明了目前对与档案袋评估相关的技术、心理测量问题的理解状况。本文的最后一部分为那些希望在自己所在机构设计和实施档案袋评估的人提供了一份实用指南。确定了档案袋评估过程中的五个步骤：记录、反思、评估、答辩和决策。得出的结论是，档案袋评估是评估人员工具包中的一项重要补充。将档案袋用于评估目的的原因包括它们对推动学生学习的影响以及它们衡量传统方法难以评估的结果（如职业素养）的能力。
