Table 1.
Analytical and comprehensive assessment standards for the portfolio
| Type | Assessment area | Assessment items |
|---|---|---|
| Analytical assessment | Goal-setting | - Did the student set a worthwhile goal corresponding to the 6 aspects of the educational objectives of training “doctors with a vocational mission,” “capable doctors,” and “doctors with leadership”? |
| - Is the goal appropriately challenging and specific enough to be actionable? | ||
| Process | - Has the student engaged in activities and learning appropriate for reaching his or her goal? | |
| - Were the details of activities and learning described in a specific and concrete manner? | ||
| Reflection | - Did the student reflect on the strengths and weaknesses of his or her learning process and the contents thereof? | |
| - Did the student reflect on internal aspects of the learning process, not only superficial achievement of the goals? | ||
| Self-study plan | - Did the student’s reflection lead to the identification of specific steps for improvement? | |
| - Did the student establish specific plans to improve his or her current practices? | ||
| Overall (composition/quality, etc.) | - Did the student comply with the required formatting and successfully organize the materials as a portfolio? | |
| - Did the student communicate effectively, using appropriate sentence structures and vocabulary? | ||
| - Is the level and quality of relevant learning resources appropriate? | ||
| Comprehensive assessment | - Focus on identifying learning practices of the student and directions for future coaching, rather than fact-finding regarding the student’s current situation. |