115 Polarity map | 5 Figure 2 A polarity map® on multipurpose portfolio use ©2020 Barry Johnson and Polarity Partnerships, LLC. All rights reserved. Commercial use encouraged with permission. GPS: Why leverage this polarity? Deeper Fear = Loss of GPS Action Steps How will we gain or maintain the positive results from focusing on this left pole? What? Who? By When? Measures? Action Steps How will we gain or maintain the positive results from focusing on this right pole? What? Who? By When? Measures? Early Warnings Measurable indicators (things you can count) that will let you know that you are getting into the downside of this left pole. Early Warnings Measurable indicators (things you can count) that will let you know that you are getting into the downside of this right pole. www.PolarityPartnerships.com Polarity Map® And Portfolio use supports quali cation of competent, lifelong learning professionals Unquali ed, non-re ective professionals can succeed by checking o portfolio requirements • The portfolio provides insight into learners’ competency development. • Transparent and equivalent portfolio assessment helps to determine whether learners are quali ed for the profession. • The portfolio is a tool that adheres to demands of legislation, accreditation boards and society. • Learners take ownership of their portfolio. • Learners are intrinsically motivated to use the portfolio for personal learning objectives. • Learners feel safe to purposively add portfolio content that is relevant for their personal learning objectives. • Only faculty decides which portfolio content is relevant. • Learners are not motivated to use the portfolio and can even experience stress or anxiety regarding portfolio use. • Learners only add portfolio content in order to meet external standards (tick -box exercise). • The limited instructions concerning portfolio use evoke frustration in learners. • The high variability between portfolios makes it di cult to guide and assess learning and development. • The variation in portfolio content and use makes it impossible to di erentiate between learners that are quali ed for the profession and those that are not. • Evaluate competences periodically • Provide su cient information on portfoliouse: - Why is the portfolio used? - What is expected? - What is assessed? And what is not? • Acknowledge and discuss the tensions between accountability and learner agency. • Faculty actively engage with the portfolio and guide learners during the completion of learning cycles. • Provide learners with the opportunity to deliver content in a personalised way that corresponds with clinical practice. • Provide portfolio tools that focus on an awareness of learning. • Learners only perform portfolio activities that are requested by faculty. • There are complaints about the many requirements of the portfolio. • Faculty struggles to understand the portfolio documentation of learners. • Comments are made about portfolio use during visitations/inspections of the training programme: it is not clear enough what residents are doing. Polarity Map® is a registered trademark of Barry Johnson & Polarity Partnerships, LLC. Commercial use encouraged with permission. Accountability Learner Agency
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