Presentation Description
A Curtis Lee1
Renate Fellinger1, Imogene Rothnie2 and Libby Newton1
1 Royal Australasian College of Physicians
2 ANZAHPE, AES
Renate Fellinger1, Imogene Rothnie2 and Libby Newton1
1 Royal Australasian College of Physicians
2 ANZAHPE, AES
Background
COVID-19 impacts and responses varied within Australian and Aotearoa New Zealand jurisdictions. Following the principles of the utility index of assessment, the Royal Australasian College of Physicians (RACP) adapted the delivery of the clinical examinations to incorporate improvements whilst maintaining the intent and robustness of assessment processes.
COVID-19 impacts and responses varied within Australian and Aotearoa New Zealand jurisdictions. Following the principles of the utility index of assessment, the Royal Australasian College of Physicians (RACP) adapted the delivery of the clinical examinations to incorporate improvements whilst maintaining the intent and robustness of assessment processes.
Summary of work
Given the need to adapt the assessment system due address COVID-19 issues, RACP reviewed and revised our clinical examination to address requirements of the pandemic while keeping the purpose of the assessment in mind. Changes addressed travel restrictions, social distancing, hospital access, wellness/mental health challenges, restrictions to movement and assembly, and impact on candidate training. Strategies were developed to maintaintheabilitytoassessifcandidatesmetthestandardsoffellowship. Modificationswere selectively implemented to accommodate requirements yet maintain test integrity. These included modularising the exam, multiple sittings, hybridising delivery methods, bolstered by digital marking innovations.
Given the need to adapt the assessment system due address COVID-19 issues, RACP reviewed and revised our clinical examination to address requirements of the pandemic while keeping the purpose of the assessment in mind. Changes addressed travel restrictions, social distancing, hospital access, wellness/mental health challenges, restrictions to movement and assembly, and impact on candidate training. Strategies were developed to maintaintheabilitytoassessifcandidatesmetthestandardsoffellowship. Modificationswere selectively implemented to accommodate requirements yet maintain test integrity. These included modularising the exam, multiple sittings, hybridising delivery methods, bolstered by digital marking innovations.
Results
Consistency was found based on psychometric and quality assurance review. Feedback from candidates and examiners was mostly positive regarding the acceptability of the changes. Feedback confirmed regional variations in COVID-19 impacts on learning opportunities and examination preparation, corroborating the RACP’s approach to adjusting examination delivery.
Consistency was found based on psychometric and quality assurance review. Feedback from candidates and examiners was mostly positive regarding the acceptability of the changes. Feedback confirmed regional variations in COVID-19 impacts on learning opportunities and examination preparation, corroborating the RACP’s approach to adjusting examination delivery.
Conclusion
The diversity of adversity experienced throughout the COVID-19 pandemic and success of our adaptations to examination delivery underscore the importance of robust yet flexible assessment. The RACP translated its learnings into the adoption of technology to better emphasise the need for assessment not only to be responsive to context in general but specifically to challenging external factors.
The diversity of adversity experienced throughout the COVID-19 pandemic and success of our adaptations to examination delivery underscore the importance of robust yet flexible assessment. The RACP translated its learnings into the adoption of technology to better emphasise the need for assessment not only to be responsive to context in general but specifically to challenging external factors.
Take-home messages/implications for practice
Assessment frameworks and policies should be sufficiently flexible to mitigate future disruptions while maintaining assessment validity and fairness.
Thoughtful improvements made during COVID have had lasting impact on assessment including the introduction of technology, consideration for communication and impact on candidates during change.
References (maximum three)
None