Does an incremental approach to implementing programmatic assessment work? Reflections on the change process
In 2017, the School of Medicine (Fremantle) of the University of Notre Dame Australia began moving towards programmatic assessment. Programmatic assessment seeks to achieve robust assessment validity through the assessment of a large number of low-stakes activities or data points. These data points...
| Main Authors: | , , , , , |
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| Format: | Journal Article |
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2020
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| Online Access: | http://hdl.handle.net/20.500.11937/88883 |
| _version_ | 1848765102574010368 |
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| author | Bate, F. Fyfe, Sue Griffith, D. Russell, Kylie Skinner, Chris Ng, Elina |
| author_facet | Bate, F. Fyfe, Sue Griffith, D. Russell, Kylie Skinner, Chris Ng, Elina |
| author_sort | Bate, F. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In 2017, the School of Medicine (Fremantle) of the University of Notre Dame Australia began moving towards programmatic assessment. Programmatic assessment seeks to achieve robust assessment validity through the assessment of a large number of low-stakes activities or data points. These data points exemplify assessment as learning by valuing feedback, discussion and reflection, ultimately leading to deeper student engagement without compromising credible decision-making on student progress. The School adopted an incremental approach to implementing programmatic assessment that included first establishing data-informed mentoring, and then activating a continuous assessment program that contributed simultaneously to student learning and School decision-making. Action research helped understand the impact of the initiative. Re-engineering continuous assessment as an incremental step towards programmatic assessment proved to be problematic. Some ideas are proposed to draw the strands of programmatic assessment together that may be useful for others to chart a more fruitful path. |
| first_indexed | 2025-11-14T11:29:55Z |
| format | Journal Article |
| id | curtin-20.500.11937-88883 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:29:55Z |
| publishDate | 2020 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-888832022-07-27T02:48:50Z Does an incremental approach to implementing programmatic assessment work? Reflections on the change process Bate, F. Fyfe, Sue Griffith, D. Russell, Kylie Skinner, Chris Ng, Elina 3903 - Education systems 3904 - Specialist studies in education 3902 - Education policy, sociology and philosophy Yes In 2017, the School of Medicine (Fremantle) of the University of Notre Dame Australia began moving towards programmatic assessment. Programmatic assessment seeks to achieve robust assessment validity through the assessment of a large number of low-stakes activities or data points. These data points exemplify assessment as learning by valuing feedback, discussion and reflection, ultimately leading to deeper student engagement without compromising credible decision-making on student progress. The School adopted an incremental approach to implementing programmatic assessment that included first establishing data-informed mentoring, and then activating a continuous assessment program that contributed simultaneously to student learning and School decision-making. Action research helped understand the impact of the initiative. Re-engineering continuous assessment as an incremental step towards programmatic assessment proved to be problematic. Some ideas are proposed to draw the strands of programmatic assessment together that may be useful for others to chart a more fruitful path. 2020 Journal Article http://hdl.handle.net/20.500.11937/88883 10.15694/mep.2020.000055.1 http://creativecommons.org/licenses/by-sa/4.0/ fulltext |
| spellingShingle | 3903 - Education systems 3904 - Specialist studies in education 3902 - Education policy, sociology and philosophy Yes Bate, F. Fyfe, Sue Griffith, D. Russell, Kylie Skinner, Chris Ng, Elina Does an incremental approach to implementing programmatic assessment work? Reflections on the change process |
| title | Does an incremental approach to implementing programmatic assessment work? Reflections on the change process |
| title_full | Does an incremental approach to implementing programmatic assessment work? Reflections on the change process |
| title_fullStr | Does an incremental approach to implementing programmatic assessment work? Reflections on the change process |
| title_full_unstemmed | Does an incremental approach to implementing programmatic assessment work? Reflections on the change process |
| title_short | Does an incremental approach to implementing programmatic assessment work? Reflections on the change process |
| title_sort | does an incremental approach to implementing programmatic assessment work? reflections on the change process |
| topic | 3903 - Education systems 3904 - Specialist studies in education 3902 - Education policy, sociology and philosophy Yes |
| url | http://hdl.handle.net/20.500.11937/88883 |