School of Dentistry, University of Missouri-Kansas City, 650 E. 25 Street, Kansas City, MO 64108, USA.
J Dent Educ. 2012 Dec;76(12):1559-71.
The purpose of this article is to describe the process and procedures involved in the implementation of portfolio assessment at two dental schools. Portfolios can be defined as a purposeful collection of student work that involves reflection in which students identify gaps in their knowledge and abilities and develop strategies for correcting those gaps. Framed within the current context of dental education and the calls for change in the ways dental students are taught and assessed, these two dental schools embarked upon an assessment strategy aimed at engaging students in self-directed learning and self-assessment. Where one school chose the implementation of programmatic portfolios based on all program competencies, the other school implemented portfolio assessment around specific program competencies not typically captured easily with traditional assessment measures such as ethics and ethical decision making. In a competency-based dental curriculum in which competence has been defined as the ability to accurately self-assess, it makes sense that strategies aimed at developing the skill of self-assessment should be the goal of every dental education program.
本文旨在描述在两所牙科学院实施组合评估所涉及的过程和程序。组合可以定义为学生作品的有目的的集合，其中包括反思，学生在反思中发现自己知识和能力上的差距，并制定纠正这些差距的策略。在当前的牙科教育背景下，以及对改变牙科学生教学和评估方式的呼吁下，这两所牙科学院采用了一种评估策略，旨在使学生参与自我导向学习和自我评估。一所学校选择基于所有课程能力来实施计划组合，而另一所学校则围绕特定的课程能力来实施组合评估，这些能力通常不容易用传统的评估方法（如道德和道德决策）来捕捉。在以能力为基础的牙科课程中，能力被定义为准确自我评估的能力，因此，旨在培养自我评估技能的策略应该成为每个牙科教育项目的目标。
