Department of Quantitative Health Sciences, Lerner College of Medicine Cleveland Clinic, Cleveland, OH, USA.
Front Psychol. 2013 Apr 2;4:155. doi: 10.3389/fpsyg.2013.00155. eCollection 2013.
Assessment is such an integral part of the educational system that we rarely reflect on its value and impact. Portfolios have gained in popularity, but much attention has emphasized the end-user and portfolio assessment. Here we focus on the portfolio creator (the student) and examine whether their educational needs are met with such an assessment method. This study aims to investigate how assessment practices influence classroom performance and the learning experience of the student in a graduate education setting. Studied were 33 medical students at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, a program utilizing a portfolio-based system. The students may elect to simultaneously enroll in a Masters program; however, these programs employ traditional letter grades. Thus creating a unique opportunity to assess 25 portfolio only (P) students and 8 portfolio and grade (PG) students concurrently taking a course that counts for both programs. Classroom performance was measured via a comprehensive evaluation where the PG students scored modestly better (median total scores, 72% P vs. 76% PG). Additionally, a survey was conducted to gain insight into student's perspective on how assessment method impacts the learning experience. The students in the PG group (those receiving a grade) reported increased stress but greater affirmation and self-assurance regarding their knowledge and skill mastery. Incorporation of such affirmation remains a challenge for portfolio-based systems and an area for investigation and improvement.
评估是教育系统中如此不可或缺的一部分，以至于我们很少反思其价值和影响。档案夹的使用越来越普及，但人们更多地关注最终用户和档案夹评估。在这里，我们关注档案夹创建者（学生），并研究他们的教育需求是否可以通过这种评估方法得到满足。本研究旨在探讨评估实践如何影响课堂表现和学生在研究生教育环境中的学习体验。我们研究了凯斯西储大学克利夫兰诊所莱纳医学院的 33 名医学生，该项目采用基于档案夹的系统。学生可以选择同时参加硕士课程；然而，这些课程采用传统的字母等级制。因此，我们有机会同时评估 25 名仅使用档案夹（P）的学生和 8 名同时使用档案夹和等级（PG）的学生，他们正在修一门对两个课程都有学分的课程。通过全面评估来衡量课堂表现，PG 学生的得分略高（中位数总分，P 组为 72%，PG 组为 76%）。此外，我们还进行了一项调查，以深入了解学生对评估方法如何影响学习体验的看法。PG 组（即获得成绩的学生）报告说压力增加，但对自己的知识和技能掌握程度更加肯定和自信。基于档案夹的系统仍然存在对这种肯定的挑战，这是一个需要调查和改进的领域。
