Claire Palermo¹
Ingrid D'Souza
 1 Monash University

Background:
Assessment is a powerful influence on learning and is transforming health professions globally. 

Summary of work:
At Monash University, the Faculty of Medicine, Nursing and Health Science, offers 13 qualifying health professions education programs, and here we aimed to transform our approaches to assessment. A series of assessment transformation workshops were conducted aligned with university education plans around authentic assessment and the faculty’s priority of evidence-based education. Results: One hundred and eighty-seven staff across thirty-three disciplines attended the workshops where we gathered information about current challenges and opportunities while presenting on best-practices in assessment. Based on these conversations, together with the literature we developed five assessment principles - constructive alignment; programmatic approaches; authenticity; multiple tasks; assessor expertise and moderation - to guide and revitalise approaches. Since September 2022, this has led to 330 units, of approximately 900 units in the Faculty, submitting a review of their current assessments, bringing these in line with the new principles. A direct and tailored whole of course approach to further transform assessment has been planned. 

Discussion:
This work has highlighted the importance of change management in health professions education and the value of creating urgency for change, listening to staff and developing tailored approaches that meet needs. It has also highlighted the importance of university and faculty education policy directives in facilitating change. Conclusion: Leveraging off education policy and engaging staff in change is essential to leading change in health professions education. 

Implications:
Further work needs to explore the impact on staff, and whether the assessment transformation is more meaningful for students thus improving health professions graduates outcomes. 

Michelle Hannington¹
1 University of Cape Town

Background
Health professions education (HPE), including occupational therapy (OT), faces ongoing challenges in developing valid assessment practices, which goes beyond test characteristics, but result in evidentiary-based decisions(1). HPE assessment often prioritises dominant epistemological practices, which may not align with OT. This could result in decisions that are not valid for the profession, or the South African (SA) context. This study aimed to examine the current landscape of assessment in OT education. 

Methods
A scoping review was conducted using best practice(2,3). Medline, ERIC, Ebscohost, and ProQuest were searched for articles, with additional handsearching and pearlgrowing, to include all relevant literature on assessment practices in entry-level OT education. Data extraction and a descriptive summary were conducted, followed by thematic analysis of the qualitative data. 

Results
Forty studies were included, with the majority (92.5%) coming from the global north. The most discussed assessment methods were objective structured practical exams (OSPE) and competency-based assessments. The justifications for these methods primarily stemmed from their use in medical education. While many papers emphasised a need for alignment with the philosophy of OT, only 26% of the papers demonstrated actual application of these principles in their assessment practice. 

Discussion & Conclusions
The findings highlight the influence of both contextual (global north) and professional (medical education) factors on OT assessment practices, with a ‘lift and shift’ phenomenon evident. Common critiques of current assessments included a lack of fluency to OT, insufficient alignment with real-world practice, and poor correlation of assessment scores to clinical practice. 

Implications for further research
Future research should investigate the impact of this transfer and the influence it has on the validity of decision making. Identifying assessment practices best suited to OT in the SA context, will better equip graduates to embrace the unique value of OT, and provide services that meet the population's needs. 

References (maximum three) 

1. St-Onge, C., Young, M., Eva, K. W., & Hodges, B. (2017). Validity: One word with a plurality of meanings. Advances in Health Sciences Education, 22(4), 853–867. https://doi.org/10.1007/s10459-016-9716-3 

2. Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616 

3. Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5(1), 69. https://doi.org/10.1186/1748-5908-5-69 

Ronald Harden¹
Pat Lilley¹
1 Medical Teacher

The assessment of students’ achievements is arguably the most important decision made in the education programme. The SPICES model has been widely used in curriculum planning (Dent 2023). The assessment PROFILE has been designed to provide a similar tool for a school to explore its assessment strategy. 

The assessment PROFILE describes seven dimensions, each with a more traditional perspective of assessment as an anchor at one end and a trend or direction in which assessment is moving at the other end of the continuum (Harden & Lilley 2021). The seven dimensions are: 

Programme focused with decisions based on an analysis of evidence from different sources over time v compartmentalised, or a more traditional reductionist approach. 

Real world with valid and authentic assessment v ivory tower, with the assessment reflecting a more theoretical emphasis. 

Outcome- or competency-based with assessment mapped to the expected outcomes v content- and time-based assessment, with time required to complete a course of study fixed. 

For learning with feedback to guide further studies v of learning, with judgements made on the learner’s competence. 

Impact of assessment on the learner and their learning v no impact of assessment. Learners engaged as partners in the assessment process v learners not engaged in planning 

or implementing assessment. 

Evaluation of the assessment with quality control of the assessment process v no quality control. 

The school’s position on each continuum will vary, with the school being perhaps more to the left or the right. 

The use of the PROFILE will help a school to evaluate and to plan their position and policies with regard to assessment, and can contribute to the formation of a consensus policy regarding assessment in the institution. 

References (maximum three) 

Dent J A (2023) The continuing use of the SPICES model in ‘SAVOURING’ curriculum development, Medical Teacher, 45:7,760-765, DOI: 10.1080/0142159X.2022.2158067 

Harden R M & Lilley P M (2021) The Eight Roles of the Medical Teacher. Elsevier.