1. Portfolio Assessment: The Key to Learner Centered-Education Carol Carraccio, MD, MA ABP R 3 P Project January 31, 2007

2. Objectives:  Define “portfolio”  Articulate why portfolios  Make my passion for portfolios contagious

3. Definition:  Purposeful collection of evidence that demonstrates the learner’s achievement of developmental milestones  System that provides a structured framework for learning & assessment

4. Rationale for Portfolios  The principles of portfolio assessment are well aligned with the conceptual framework of competency-based education

5. Matching Assessment Methods with Learning Mode Competency-based Education  Learner centered  Developmental process  Requires formative feedback & reflection  Requires multiple sources & types of assessment Portfolio Teaching & Assessment  Learner driven  Developmental process & progress  Stimulates formative feedback & reflection  System that provides a practical approach to multiples sources & types of assessment

6. The Power of Assessment  Assessment drives learning  “Assessment expands professional horizons”  “The assessment exercise becomes the teachable moment” (Friedman Ben-David)  Teach what we value through portfolio assessment

7. What Message Do We Send With Portfolio Assessment?  Learner ownership of education  Medical knowledge is one fragment of medical education  Reflection with the intent of improvement is valued and critical to professional formation  Learning is a developmental process that continues for a life time

8. What If Learners Opened Portfolios on Day 1 … Imagine  Providing a roadmap for an educational continuum (UME, GME & MOC)  Instilling habits of mind/practice  Supporting the evolution of learning communities  Developing a model for evidence-based education  Linking education and patient care outcomes

9. Think Beyond Quantitative “At present our assessment methods stem from the reductionist philosophy that underpins our discipline, and we are, thus, trapped by our need to compare like with like. Until we can make a mental shift that allows us to include a more holistic approach to assessment, one which values the development of individuals over time, we will continue to struggle to measure the unmeasurable, and may end up measuring the irrelevant because it is easier.”  Snadden D. Portfolios- attempting to measure the unmeasurable? Medical education1999;33:478-479.

10. UME GME MOC PORTFOLIO