Portfolio Assessment in Physiotherapy Education

Abstract

This article examines the implementation of portfolio assessment as both an educational and examination method within the physiotherapy program at UiT The Arctic University of Norway. Selected to enhance students' learning processes, portfolio assessment also aims to provide a fairer evaluation of both the extent and depth of knowledge.

The integration of portfolio assessment into the second year of education is structured through three learning phases: The formative work phase, the selection and reflection phase, and the summative assessment phase. In the first phase, spanning nearly the entire academic year, students develop a working portfolio with written assignments linked to course learning outcomes. These assignments encompass various text genres, including academic papers, reflection texts, and patient reports. The second phase is brief, focusing on the development of a summative assessment portfolio, where students refine selected assignments and reflect on their learning journey. The third phase culminates in an oral examination, where students defend and elaborate on their learning outcomes based on the final portfolio. 

The article reflects on experiences with portfolio assessment, highlighting challenges such as students' reading and writing practices, the integration of artificial intelligence, and feedback quality. It underscores that portfolio assessment facilitates shifts in focus—from product to process, from performance to learning, and from external evaluation to self-assessment—thereby fostering deep learning and critical reflection. 

Potential modifications are discussed to enhance the learning potential of portfolio assessment, such as improving feedback practices and increasing emphasis on peer and self-assessment. The article highlights that portfolio assessment, when combined with oral examination, is valuable in physiotherapy education, but requires ongoing adaptation to address challenges posed by Generative Artificial Intelligence and the changing patterns of student study habits. Through a dynamic and forward-thinking approach, portfolio assessment can continue to cultivate students' capacity for independent thinking and learning.