HPE5003 - Assessment in health professional education - 2017

This unit is designed to provide participants with an understanding of contemporary approaches to assessment in the health professions, with a particular emphasis on competency-based assessment. This unit aims to develop participants' understanding of assessment theory and practice applied to health professions education across undergraduate and postgraduate training. Taking a systems approach, participants will analyse their role in the assessment of their learners and the importance of their role to the learners themselves, their institution, accreditation bodies and the community.

Upon successful completion of this unit, students should 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. Describe and distinguish between the uses of formative and summative assessment procedures and the importance of feedback to both aspects.

• Group presentation (20 minutes) (20%)
• Assessment system mind map and written description (1000 words for written description) (40%) (Hurdle)
• Assessment tool analysis (3,000 words) (40%) (Hurdle)

Hurdle Requirement: Assessment system mind map/written description and the assessment tool analysis are hurdle requirements. You must receive 45% or more for each of these assessments to pass the unit as per faculty policy.

Three days teacher directed learning (study days). Up to 10 hours/week self-directed learning.

See also Unit timetable information

Professor Charlotte Rees

It is expected students attend all study days. There are sessions related to assessment that are compulsory, refer to unit guide.