Workshop 1: Introduction to the portfolio

Facilitators:

Aims and objectives of the workshop

Aim: To provide information and guidance on the structure and purpose of the portfolio

Objectives: To provide opportunity to explore and

discuss definitions and uses of portfolios To discuss and apply theories of reflection

and self-assessment to commencing work on a first learning contract

What is a portfolio?

Many definitions“portfolio” and “profile” used interchangeably (Hull et al

2005)

“collection of evidence” (Gallagher 2001)

“the collection of evidence of both the products and processes of learning” (McMullan et al 2003))

a tool for assessing practice in clinical areas (Scholes et al 2004))

Many purposes – used for personal and professional development and assessment

Common characteristics

• Built on assumption that adult learners are self motivated, self – directed, use past experiences for learning and are able to evaluate learning

• Require students to create and select evidence

• Require an element of reflective practice

Portfolio Skills

• Self assessment• Planning learning• Monitoring and reviewing learning• Evaluating learning achieved• Creating evidence to demonstrate learning The introductory workshops as well as

support, guidance and feedback throughout the course are designed to help you develop these skills

Purpose of the (**Title**)portfolio

• Learning: self directed learning – using critical reflection students identify individual learning needs, monitor their progress and evaluate learning outcomes. Promotes lifelong learning

• Assessment: Evidence of achievement of practice competencies through theory/practice synthesis; a record of progression; plan for CPD

Structure of the portfolio

• Stated competencies and learning outcomes

• Criteria for their assessment

• Development process through ‘learning contracts’

Key stages in portfolio development

• Learning journal

• Self assessment

• Reflection

• Identify learning needs

• Plan learning through learning contracts

• Select and create evidence for assessment

Learning Journals

• Somewhere to record your experiences

• A vehicle for reflection

• An opportunity to take time out and think

• Documents your progress

• Helps develop clarity of thought and make sense of things

• Underpins development of learning contracts

Types of journal writing

• Descriptive

• Analytical

• Reflective

• Introspective

• Retrospective

What is critical reflection?

Using reflection

• “reflection is a form of thinking that deals with more complex, unstructured issues in a considered manner” Moon 2004

• Encourages deep learning• Helps make sense of experience• A variety of models/frameworks can be used• Is used to identify learning as well as providing

evidence that learning has been achieved

Getting started: Self assessment

• What have I achieved so far? – reflection on previous personal and professional achievements and experience

• What am I trying to achieve? – course learning outcomes in context of practice

• What are the next steps? – setting priority objectives