Table 3.

Assessment of MEP.

Sub-themes	Elaboration and/or Examples
Formative and/or summative assessment of MEPs	Formative assessment8,16,74 Usually involve quality improvement 16 Inclusion and analysis of feedback 74 Summative assessment3,8,16,74 Provides a transparent assessment 8 Ensures negative elements are also included8,74 Emphasises the learning process within professional development 74
MEPs may contain quantitative and/or qualitative information.	Qualitative entries Aided by use of validated tools and frameworks16,19 Used to evaluate goals, personal statement and philosophy and the outcomes of their application 17 Quantitative entries (student results, awards, teaching hours etc.)17,19 Allows the same assessment rubric to be used to ensure fairness and reproducibility 19 Easily analysed 69 Assess both qualitative and quantitative items15,19,20,69,72,75
Setting standards/rubrics for assessment	Benefits of establishing standards and rubrics for assessment Allow for academic recognition across institutions19,21 Ensure sufficient rigour to provide a platform for continuous development 19 Ensures educators meet the standard of practice7,19 Empowers use of a summative portfolio in high-stake evaluations 69 Easily utilised to determine fitness for promotion by committee members 19
	This may be achieved by developing a novel scoring criteria 4 or using existing standards or analysis tools7,16 Providing details regarding how each criterion is rated 19 Addressing reliability issues by ensuring a fair and standardised assessment 4 Encourages transparency and objectivity 74 Can be utilised by different institutions 19 Need for review and revision of assessment criteria Assessment rubric may be reviewed by educational experts to improve reliability 19 Revision/updating of assessment rubrics after feedback and discussion by users19,74 Assessment should be tailored to each institution Rating system should be contextual and relevant to institutional needs 69 Weightage of each component varies according to needs 19 Agreed upon by own team of expert educators 19
Assessors of portfolio	Institute69,73,74 Use of a team of assessors to ensure comprehensive assessment 74 Can be coaches/mentors74,77 Longitudinal engagement improves validity of assessment 77 Peer1,2,6,73 Self 74 Needs to be trained 19 Assessors need to be clear regarding rating system 19