Jasper Melanie A, Fulton John
Head of Health and Social Welfare Studies, Canterbury Christ Church University College, North Holmes Road, Canterbury, Kent, CT1 1QU, United Kingdom.
Nurse Educ Today. 2005 Jul;25(5):377-89. doi: 10.1016/j.nedt.2005.03.006.
Whilst portfolios have increasingly been used to assess attainment and competence in nursing and other health care professions for over a decade, the assessment processes and criteria for assessing them have remained largely rudimentary and undeveloped. In fact, assessment often remains localised, impressionistic and dependent upon the interpretation and adaptation of criteria developed generically for work at this level within individual Higher Education Institutes (HEIs). This paper presents Masters' level marking criteria for portfolios from practice-based healthcare disciplines developed from the Quality Assurance Agency (QAA) descriptors of Masters level achievement and graduateness [Quality Assurance Agency for Higher Education, 2001. The Framework for Higher Education Qualifications in England, Scotland, Northern Ireland] in combination with practice-based outcomes. A six-stage methodology was devised to analyse these descriptors, develop, re-order, test and refine them in order to enhance their applicability to portfolios from practice-based disciplines. As part of this process the emerging criteria were tested against existing portfolios. Extracts from these are presented to illustrate the criteria. Two case study sites from diverse areas of England are used where Masters' courses in nursing and healthcare disciplines are offered. For portfolios to be effective in demonstrating Masters' level academic criteria, learning outcomes and advanced professional practice they need to demonstrate coherent structure, conclusions drawn from reflection on practice and a body of evidence that is coherent with, and linked to their reflective commentaries. The marking criteria presented to assess these attributes incorporate features of the structures, processes and outcomes of both practice and learning. The strategy can be used by both assessors and students, in formative and summative assessment, to identify student attainments, strengths and weaknesses.
虽然在过去十多年里，档案袋越来越多地被用于评估护理及其他医疗保健专业的学业成绩和能力，但评估档案袋的过程和标准在很大程度上仍处于初级阶段且未得到充分发展。事实上，评估往往仍局限于局部，主观印象化，且依赖于各高等教育机构（HEIs）针对此类工作笼统制定的标准的解释和调整。本文结合基于实践的成果，根据质量保证机构（QAA）对硕士水平成就和毕业要求的描述[高等教育质量保证机构，2001年。英格兰、苏格兰、北爱尔兰高等教育资格框架]，提出了基于实践的医疗保健学科硕士水平档案袋的评分标准。设计了一个六阶段的方法来分析这些描述，对其进行开发、重新排序、测试和完善，以提高其对基于实践学科的档案袋的适用性。作为这一过程的一部分，将新出现的标准与现有档案袋进行了测试。文中展示了这些档案袋的摘录以说明标准。使用了英格兰不同地区的两个案例研究地点，这些地方提供护理和医疗保健学科的硕士课程。为了使档案袋有效地展示硕士水平的学术标准、学习成果和高级专业实践，它们需要展示连贯的结构、从实践反思中得出的结论以及与反思性评论相一致并与之相关联的证据体系。所提出的用于评估这些属性的评分标准包含了实践和学习的结构、过程及成果的特征。评估人员和学生在形成性和总结性评估中均可使用该策略来识别学生的学业成绩、优势和劣势。
