Portfolio assessment methods in prelicensure nursing programs: An equity-minded approach

Abstract

Background

In prelicensure nursing programs, the current faculty-driven process of summative assessment of program learning outcomes has limitations. While it effectively measures summative student learning, it lacks an equity-centered approach that promotes multiple forms of learning demonstration. Most importantly, the faculty's selection of summative assessment methods without student input significantly minimizes the student's voice in the assessment process, a crucial aspect that needs to be addressed.

Innovation

Faculty should adopt equity-centered summative assessments, such as the portfolio approach (a collection of students' comprehensive work), to capture the ways students demonstrate learning and ensure the student's voice is included in the assessment process.

Implication

Using portfolios in nursing programs will improve the quality of data collected from summative assessment tools, resulting in accurate and meaningful information to inform program decisions.

Conclusion

Accepting multiple forms of learning demonstration and including students in the assessment process through the portfolio approach ensures student engagement in evaluating their learning and supports faculty development of equity-centered assessment methods.