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首页> 美国卫生研究院文献>Frontiers in Psychology >Making the Grade in a Portfolio-Based System: Student Performance and the Student Perspective
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Making the Grade in a Portfolio-Based System: Student Performance and the Student Perspective

机译：在基于档案袋的系统中评分：学生表现和学生视角

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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.
机译：评估是教育系统不可或缺的一部分，我们很少反思其价值和影响。项目组合已经越来越流行，但是很多注意力都集中在最终用户和项目组合评估上。在这里，我们着重于作品集的创建者（学生），并研究这种评估方法是否满足了他们的教育需求。这项研究旨在调查评估做法如何影响研究生学习环境中的课堂表现和学生的学习经验。研究对象是凯斯西储大学克利夫兰诊所勒纳医学院的33名医学生，该计划利用基于档案袋的系统。学生可以选择同时报名硕士课程；但是，这些程序使用传统字母等级。因此，创造了一个难得的机会，可以同时评估25名仅接受学习（P）的学生和8名接受学习的学生（PG），同时参加对这两个课程均至关重要的课程。课堂表现是通过综合评估来衡量的，其中PG学生的得分稍高（中位总得分，体育平均得分为72％，体育平均得分为76％）。此外，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组的学生（获得分数）报告说，他们的知识和技能掌握方面的压力有所增加，但他们的肯定和自我保证更高。对于基于投资组合的系统以及调查和改进领域，合并这样的确认仍然是一个挑战。

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