TITLE-From Portfolio to Performance: A Structured Training Plan for Undergraduate Faculty Members on Portfolio-based Assessment, Design and Development.
VISION To empower medical students to become reflective and self-directed learners
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Objectives
- To guide the faculty on how to design and implement a portfolio-based assessment system, which will use rubrics to evaluate the students’ portfolios.
- Develop evidence based resources for portfolio based assessment and disseminate to the faculty within 8 weeks
STAKEHOLDERS
Faculty
Students
Policy Makers
Department of Medical Education
Administration/Dean/Principal
Patients
IT Department
Assessment Unit
Basic Sciences
Clinical Sciences
Elements of the change plan
Workshops
Pre and Post assessment of faculty regarding portfolio as an assessment strategy
Glossary
Pamphlets
Literature resources
YouTube Links
Seminars in which DME of other institutes showcase their portfolio samples
Logistics
Venues for workshops
Wifi access by IT department
Availability of resources to the faculty
Refreshments
Digital library and ebooks access to the faculty
Availability of printed handouts to the faculty
Seating arrangements
Projectors and multimedia in working conditions
Budgeting and finances
Cost of handouts
Cost of refreshments
Cost of the workshop framework
Cost of developing portfolios for all UG years
Human Resources
DME team to develop and plan workshops
DME Team to design resources for workshops
IT department
Printing department
Appointment of various faculty teams to manage various resources for the plan
Material resources
Paper
Stationary
Computers/laptops
Files
Department's printers
Evaluation
Level 1 Reaction: How did the participants respond to the training?
Kirkpatrick's Evaluation
Level 2 Learning: How did the participants learnt from the training and have their skills improved?
Level 4 Results: What benefits have the organization experienced as a result of this training?
Level 3 Behavior: Have the participants applied what they have learnt from the training?
NEEDS ASSESSMENT
Gap analysis
Suitable Tools to develop change plan
SWOT
Force Field Diagram
Quality Assurance
Current State: Use of traditional assessment methods like didactic lectures, block exams and ward tests
Desired State
Portfolio-based learning and assessment as a way to promote reflection, feedback, and professional development.
Gaps identified
- Faculty lacks knowledge regarding using portfolios as an assessment strategy
- Faculty lacks training regarding developing and designing portfolios
- Lack of evidence of students’ progress and achievements
4.lack of opportunities for self-directed and lifelong learning for the students
Tool used
Questionnaires
Target Audience
Faculty
Students
Basic Sciences
Clinical Sciences
- To develop a plan on how to develop and implement portfolio based assessment and pilot within 8 weeks
Alumni
Stakeholder analysis