engleski

Portfolio as assessment tool: how to define criteria?

Background: Vocational training in GP/FM in Croatia lasts 3 years and finished with exam consisting of: a) written test, MCQ and EMI ; b) OSCE ; c) oral in front of three examiner's jury, academics and practitioners. Work done: Portfolio is a part of oral exam and should be submitted in advance. It is reviewed independently by the examiners and graded according to the defined criteria. Consensus should be achieved among examiners and orally reviewed by candidates during the exam. Three groups of criteria were agreed. The first is related to the amount and the second to the content of submitted materials ; if it is relevant for GP. The third is related to the process of learning: if it shows the acquisition of theoretical knowledge or professional performance and if it is theoretical or reflective – learning from experience. Conclusions: We experienced several obstacles and would like to discuss them during the presentation. Because we experienced inter-examiners variations, the question is how to train the examiners? If we look at portfolio as qualitative assessment method, how high level of standardisation do we need? Does portfolio contain something more important for the learning and assessment?

Vocational training; assessment; portfolio; family medicine

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