Proceedings of the 1st International Integrative Conference on Health, Life and Social Sciences (ICHLaS 2017)

Portfolio Assessment Implementation in Clinical Year of Community Medicine Module: Students Perspective

Authors
Fika Ekayanti, Risahmawati Risahmawati, Marita Fadhilah
Corresponding Author
Fika Ekayanti
Available Online December 2017.
DOI
https://doi.org/10.2991/ichlas-17.2017.13How to use a DOI?
Keywords
assessment, reflective writing, satisfaction of using portfolio
Abstract
Portfolio has been used as summative assessment in many fields of study. Since 2010, clinical community medicine module has used portfolio to assess students. Nine portfolios were assigned to students within 5 weeks length module. This study aimed to identify the correlation of students' perspective for using portfolio and their portfolio scores. The data was collected by questionnaires from 46 students after completing module in November 2016. Students were asked about their satisfaction of using portfolio, then correlated to their portfolio scores. The reasons and suggestion for ideal portfolios were identified. Analysis was done by SPSS 20 using Rank Spearman correlation test. Students felt that creating portfolios were not comfortable. Most students (36/78.3%) felt that the portfolio was not appropriate as their summative assessment. They preferred less portfolios, 30 (63%) students requested to decrease portfolios to 3-5, 28.3% to 6-8 and only 8.7% to <3. There was no significant correlation between students' satisfaction of using portfolio to their portfolios score (p=0.262), while there was significant correlation between students' score to the number of portfolios to be submitted (p=0.017; r=0.349). Reasons for decreasing number of portfolios were inadequate time and many other tasks to be finished. Students in UIN Jakarta haven't used to retelling their experiences and reflecting them in writing as perceived in many students who were not used to portfolios. Doing portfolios need lots of work and time-consuming. Having lesser number of portfolios to be submitted would encourage students to create portfolios. Building familiarization, time management and good motivation for creating portfolios were important to successful portfolios. There was no significant correlation between students' satisfaction to their scores. Students should be encouraged to get comfortable in creating portfolios for the benefit as lifelong learning tool. Motivation to write and reflect should be nurtured to improve students' portfolio satisfaction and commitment.
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This is an open access article distributed under the CC BY-NC license.

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Proceedings
1st International Integrative Conference on Health, Life and Social Sciences (ICHLaS 2017)
Part of series
Advances in Health Sciences Research
Publication Date
December 2017
ISBN
978-94-6252-422-4
ISSN
2468-5739
DOI
https://doi.org/10.2991/ichlas-17.2017.13How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Fika Ekayanti
AU  - Risahmawati Risahmawati
AU  - Marita Fadhilah
PY  - 2017/12
DA  - 2017/12
TI  - Portfolio Assessment Implementation in Clinical Year of Community Medicine Module: Students Perspective
BT  - 1st International Integrative Conference on Health, Life and Social Sciences (ICHLaS 2017)
PB  - Atlantis Press
SN  - 2468-5739
UR  - https://doi.org/10.2991/ichlas-17.2017.13
DO  - https://doi.org/10.2991/ichlas-17.2017.13
ID  - Ekayanti2017/12
ER  -