Evaluating The Validity Of Reflective Portfolios Assignment
Evaluating The Validity Of Reflective Portfolios Assignment
Must be APA 7, and at the distinguished level on the grading rubric (attached.) There are two parts: 1. Assessment Description and Rationale, 2. Create an Grading rubric.
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Criteria and Rubric Development
Part One: Assessment Description and Rationale
Assessment entails the systematic and continuous measurement, documentation, and evaluation of teaching methods and learning processes to determine their effectiveness in meeting learning objectives. One of the learning objectives of the community health nursing course was to enable students to collaborate with inter-professional teams at a community health clinic to identify and analyze the healthcare needs that affect minority groups in the community. The objective aims to develop the cognitive capabilities of nursing students. It enables learners to develop research rational thought and critical thinking skills. Evaluation of the objective can occur through formative or summative assessment. The formative assessment examines learning capabilities while the summative assessment evaluates program outcomes. However, the objective will be assessed through formative assessment.
The assessment tool that will be used to assess the learning objective is a structured pro forma integrated with constructive written and verbal feedback. It will involve formative peer evaluation to examine the learning capabilities of students. The tool provides educators with opportunities to understand the strengths and weaknesses of learners in the classroom and clinical settings (Zwedberg, Alnervik & Barimani, 2021). The tool is non-judgmental and developmental since it allows learners to give honest perceptions about their learning experiences. Learners are also supposed to develop a weekly reflective portfolio to highlight their experiences when working with multi-disciplinary teams (Martin-Kniep, 2022). The journals are assessed formatively while giving students constructive feedback to enhance their work performances and strengthen their competencies.
Evaluating the validity of reflective portfolios is done by comparing learner scores in reflective writing with scores in PBL tutorials and communication skills. Kassab et al. (2020) explain that student scores in the three areas correlate and can be used to determine the validity of reflective portfolios. The reliability of reflective portfolios is achieved by using two or more educators to allocate grades to different segments of selected student journals. Conversely, the reliability of peer assessments is tested by using two peers to assess a learner. The assessment strategies employed foster professional development and learning progress Evaluating The Validity Of Reflective Portfolios Assignment.
Part Two: Creating a Grading Rubric
| C# | Criteria | Non-Performance | Basic | Proficient | Distinguished |
| C1# | Describe their working experience with multidisciplinary teams in the community health clinic. | Does not provide a brief overview of their working experience with a multidisciplinary team. | Provides a brief but unclear and incomplete overview of their working experience with a multidisciplinary team. | Provides a brief overview of their working experience with a multidisciplinary team. | Provides a brief overview of their working experience with a multidisciplinary team and clearly explains their role in helping the team achieve practice goals. |
| C2# | Demonstrates use of critical thinking skills through the ability to interpret population data (Immonen et al., 2019). | Fails to demonstrate the use of critical thinking skills through the inability to interpret population data. | Demonstrates partial use of critical thinking skills through inappropriate interpretation of population data. | Demonstrates use of critical thinking skills through the ability to interpret population data. | Demonstrates use of critical thinking skills through the ability to interpret population data and generalize findings. |
| C3# | Demonstrates rational thought through the identification of at least five healthcare needs. | Does not identify any healthcare needs based on the population data findings. | Identifies only two healthcare needs based on the population data. | Identifies three healthcare needs based on the population data. | Identifies five healthcare needs based on the population data. |
| C4# | Demonstrates excellent communication skills through effective presentation of the research report and reflective journal | Demonstrates poor communication skills through presentation of a poorly written report and reflective journal | Demonstrates basic communication skills through presentation of an incomplete research report and reflective journal | Demonstrates communication skills through presentation of the research report and reflective journal. | Demonstrates excellent communication skills through presentation of a clearly written research report and reflective journal |
References
Immonen, K., Oikarainen, A., Tomietto, M., Kääriäinen, M., Tuomikoski, A. M., Kaučič, B. M., … & Mikkonen, K. (2019). Assessment of nursing students’ competence in clinical practice: a systematic review of reviews. International journal of nursing studies, 100, 103414. https://doi.org/10.1016/j.ijnurstu.2019.103414
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Kassab, S. E., Bidmos, M., Nomikos, M., Daher-Nashif, S., Kane, T., Sarangi, S., & Abu-Hijleh, M. (2020). Construct validity of an instrument for assessment of reflective writing-based portfolios of medical students. Advances in Medical Education and Practice, 11, 397. https://doi.org/10.2147/AMEP.S256338
Martin-Kniep, G. O. (2022). Portfolio Assessment. Routledge.
Zwedberg, S., Alnervik, M., & Barimani, M. (2021). Student midwives’ perception of peer learning during their clinical practice in an obstetric unit: A qualitative study. Nurse Education Today, 99, 104785. Evaluating The Validity Of Reflective Portfolios Assignment