Damien Clark¹
Karen Smart¹ and Kelly Hennessy¹
1 CQUniversity

Over the past six years, clinical academics from CQUniversity's Bachelor of Oral Health (BOH) program, working together with Learning Design and Innovation (LDI), have created a novel online system designed for student assessment and feedback in workplace-based learning environments. 

In 2017, the team recognised a deficiency in existing systems that could support assessment strategies focused on students. The team integrated criterion-referenced rubrics and written feedback into a secure, online system known as ORAS (Online Real-time Assessment System). In addition to providing students with immediate feedback, ORAS enables remote, real-time monitoring of student performance and progress over multiple sites and with multiple clinical supervisors. 

Previously, assessment was through paper-based workbooks, and there was reliance on clinical supervisors to report concerns with student performance. Using ORAS, academic staff are now able to quickly identify and track students with clinical progress issues to facilitate timely interventions. Time spent collating student grades and monitoring of students at off-campus placements has greatly reduced, and feedback provided to the students by clinical supervisors can now be monitored in real time. Student and clinical supervisor feedback has been positive and has guided improvements to ORAS over the past 6 years. 

This presentation highlights a novel method that facilitates student-centred, real-time, effective, and ongoing progress monitoring throughout the term. 

This presentation explores the most recent iteration of ORAS, and the evolution of the software based on stakeholder feedback, along with future possibilities with this new foundation, including integration with student self-reflective practice. 

6. Implications for further research or practice 

Further research is ongoing to evaluate the effectiveness of progress monitoring of students. 

References (maximum three) 

N/A