Monash University Handbook 2011 Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Level	Postgraduate
Faculty	Faculty of Medicine, Nursing and Health Sciences
Offered	Block-offnott Second semester (extended) 2011 (HILL) Block-offnott Term 2 2011 (HILL) Block-offnott Term 4 2011 (HILL) Block-offnt First semester (extended) 2011 (Off-campus block of classes) Bendigo First semester (extended) 2011 (Off-campus block of classes) Bendigo Second semester (extended) 2011 (Off-campus block of classes) Bendigo Term 2 2011 (Off-campus block of classes) Bendigo Term 4 2011 (Off-campus block of classes) Lrh First semester (extended) 2011 (Off-campus block of classes) Lrh Second semester (extended) 2011 (Off-campus block of classes) Lrh Term 2 2011 (Off-campus block of classes) Lrh Term 4 2011 (Off-campus block of classes) Nott First semester (extended) 2011 (HILL) Nt Second semester (extended) 2011 (Off-campus block of classes) Nt Term 2 2011 (Off-campus block of classes) Nt Term 4 2011 (Off-campus block of classes) Saudi First semester (extended) 2011 (Off-campus block of classes) Saudi Second semester (extended) 2011 (Off-campus block of classes) Saudi Term 2 2011 (Off-campus block of classes) Saudi Term 4 2011 (Off-campus block of classes)
Coordinator(s)	Professor Brian Jolly

Synopsis

This unit is designed to provide participants with the opportunity to develop their knowledge about assessment and to extend and refine their use of assessment techniques. One of the unit's aims is to develop participants' expertise both as an examiner and as a member of teams considering assessment data. It has been designed to utilize participants' existing expertise in assessment and to begin to integrate their studies in the Graduate Certificate in Health Professional Education.

Objectives

On completion of this unit participants will be able to:

1. Describe the role of assessment in influencing student learning behaviour and the

learning process;

2. Identify and apply the principles of educational assessment in professional healthcare teaching;
3. Critique the range of assessment tools that can be used in the effective delivery of

health professional education and select appropriately to assess a range of skills,
knowledge and attitudinal characteristics in different contexts;

4. Design a number of assessment tools appropriate to clinical and scientific teaching

contexts;

5. Implement standard setting procedures for assessment;
6. Describe and distinguish between the uses of formative and summative assessment procedures;
7. Describe and distinguish between the uses of formative and summative assessment procedures;
8. Describe and distinguish between assessment and performance in health professions and the implication this has for assessment;
9. Outline the interface between Continuing Professional Development, assessment and reaccreditation in health professions.

Assessment

Assessment practical and plan (30%)
Assessment critique (30%)
Written assignment/analytical paper (2500-3000 words)(30%)
Teaching portfolio (10%)

Chief examiner(s)

Professor Brian Jolly

Off-campus attendance requirements

Off-campus with compulsory study days