Presentation Description
Claire Palermo1
Ingrid D'Souza
1 Monash University
Ingrid D'Souza
1 Monash University
Background:
Assessment is a powerful influence on learning and is transforming health professions globally.
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.
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.
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.
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.