While we are aware learning involves change not just in habits but in knowledge and attitudes. It is beyond acquiring specific skills as it practically enables the individual/ student to make both personal and social adjustments. Since the concept of change is inherent and an integral part of learning, any change in behavior implies that learning is taking or has taken place.
Adults have an inclination and readiness to learn aspects which is oriented to his or her social roles and development. Experience gathered by students/ individuals by previous learning shapes their future needs of learning. The mentor needs to trigger the need to learn in his students as that is the surest method to confirm the student will be self initiated to complete the learning program assigned.
Adults enjoy being engaged in a purposeful exploration of a field of knowledge and facilitation should foster a spirit of critical reflection. Various styles and approaches to learning are acknowledged and integrated into the learning context. The attempt needs to integrate theory and practice to ensure the portfolio of learning will establish how the learning outcomes are achieved by this exercise of portfolio document. A portfolio is a collection of evidence that learning has taken place.
Verification of Evidence Showing Achievement of Learning Outcomes
This paper is to evaluate the use of portfolios in the assessment of learning and competence. Initial consideration of the subject revealed the need to clarify specific terminology and approaches used to assess competence using portfolios.
Methods and Design: This article will analyse definitions of and approaches to competence and its measurement. An action research approach has been chosen to study the implementation of the portfolio and the development of a framework to guide this initiative to its closure
Results:Three approaches to competence were identified, each with its appropriate forms of assessment. Apart from this, the portfolio is evolved around personal development planning and is supported by the use of action learning tutorials, academic and practice facilitators. The evaluating phase that needs to be conducted has to involve the collection of data from students, facilitators and lecturers. Several reasons, advantages and disadvantages of the use of portfolio need to be found, as well as varying ideas about what a portfolios should consist of framework and how it should be assessed because the portfolio kind of controls, governs and facilitates the entire learning process.
Conclusions: The introduction of the portfolio at a particular academic level has highlighted, to date, issues of confidentiality, data protection while committing experiences to paper, issues around its assessment, and also concerns around sharing this document with other students. An overall holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving and is in a very nascent stage.