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Article: From process to outcome: The effect of portfolio assessment on student learning

TitleFrom process to outcome: The effect of portfolio assessment on student learning
Authors
Issue Date2003
PublisherChurchill Livingstone. The Journal's web site is located at http://www.elsevier.com/locate/nedt
Citation
Nurse Education Today, 2003, v. 23 n. 4, p. 269-277 How to Cite?
AbstractLiterature suggests that assessment may influence student learning in a positive or negative way. Despite the support for the use of portfolio assessment, relatively little is known about its effect on student learning. The purpose of this study was to evaluate the effectiveness of portfolio assessment in enhancing student learning. Students undertaking the Bachelor of Nursing programme in a University in Hong Kong participated in the study. Twelve of the students who underwent portfolio assessment described, in individual semi-structured interviews, their experience and perceptions of this form of assessment. This paper reported on the qualitative findings of the study, which employed both qualitative and quantitative methods. Three themes emerged from the students' accounts: (1) the students favoured the use of portfolio assessment; (2) the process of preparing portfolios yielded positive academic and affective outcomes; and (3) unexpected findings in the form of spontaneous collaborative learning and apparent increased interest in learning during the process of preparing portfolios for those students who lacked motivation. The qualitative findings contribute to a better understanding of the use of portfolio assessment and have implications for teaching. © 2003 Elsevier Science Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/88257
ISSN
2015 Impact Factor: 1.591
2015 SCImago Journal Rankings: 0.958
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTiwari, Aen_HK
dc.contributor.authorTang, Cen_HK
dc.date.accessioned2010-09-06T09:40:56Z-
dc.date.available2010-09-06T09:40:56Z-
dc.date.issued2003en_HK
dc.identifier.citationNurse Education Today, 2003, v. 23 n. 4, p. 269-277en_HK
dc.identifier.issn0260-6917en_HK
dc.identifier.urihttp://hdl.handle.net/10722/88257-
dc.description.abstractLiterature suggests that assessment may influence student learning in a positive or negative way. Despite the support for the use of portfolio assessment, relatively little is known about its effect on student learning. The purpose of this study was to evaluate the effectiveness of portfolio assessment in enhancing student learning. Students undertaking the Bachelor of Nursing programme in a University in Hong Kong participated in the study. Twelve of the students who underwent portfolio assessment described, in individual semi-structured interviews, their experience and perceptions of this form of assessment. This paper reported on the qualitative findings of the study, which employed both qualitative and quantitative methods. Three themes emerged from the students' accounts: (1) the students favoured the use of portfolio assessment; (2) the process of preparing portfolios yielded positive academic and affective outcomes; and (3) unexpected findings in the form of spontaneous collaborative learning and apparent increased interest in learning during the process of preparing portfolios for those students who lacked motivation. The qualitative findings contribute to a better understanding of the use of portfolio assessment and have implications for teaching. © 2003 Elsevier Science Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherChurchill Livingstone. The Journal's web site is located at http://www.elsevier.com/locate/nedten_HK
dc.relation.ispartofNurse Education Todayen_HK
dc.titleFrom process to outcome: The effect of portfolio assessment on student learningen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0260-6917&volume=23&spage=269&epage=277&date=2003&atitle=From+process+to+outcome:+The+effect+of+portfolio+assessment+on+student+learningen_HK
dc.identifier.emailTiwari, A: tiwari@hku.hken_HK
dc.identifier.authorityTiwari, A=rp00441en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/S0260-6917(03)00012-1en_HK
dc.identifier.pmid12727094-
dc.identifier.scopuseid_2-s2.0-0037958464en_HK
dc.identifier.hkuros76700en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0037958464&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume23en_HK
dc.identifier.issue4en_HK
dc.identifier.spage269en_HK
dc.identifier.epage277en_HK
dc.identifier.isiWOS:000182892000005-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridTiwari, A=7101772273en_HK
dc.identifier.scopusauthoridTang, C=7404394678en_HK
dc.identifier.citeulike363414-

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