Portfolio evaluation in the Psychotherapy program

Abstract

Did the introduction and implementation of a portfolio in a psychotherapy curriculum contribute to improved learning? Did it facilitate a description of the students' learning process and function as a basis for examination? Sixteen students in an advanced psychotherapy program were invited to document their studies with a portfolio. Project data consisted of student interviews, questionnaires and a review of the portfolio documents. The portfolio was found to be more useful to the students for the theoretical parts of the curriculum. When the portfolio was used as the basis for the exam on theory, 14 students considered it a help in structuring learning, and thought that it contributed to a better integration of knowledge. The portfolio enabled a more comprehensive form of learning to be developed. Feedback is required in order for the portfolio to be meaningful for the students. The educational advantages must be weighed against the efforts required by the teacher to review the portfolio documentation.