The Value of Programmatic Assessment in Supporting Educators and Students to Succeed: A Qualitative Evaluation

Dart, Janeane; Twohig, Cliona; Anderson, Amanda; Bryce, Andrea; Collins, Jorja; Gibson, Simone; Kleve, Sue; Porter, Judi; Volders, Evelyn; Palermo, Claire

doi:10.1016/j.jand.2021.01.013

Cited by 13 publications

(15 citation statements)

References 29 publications

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“…And how can the full continuum be employed? Although studies have shed light on the perceptions of both learners and teachers on low-stakes assessments (Bok et al 2013;Dart et al 2021;Heeneman et al 2015;Schut et al 2018Schut et al , 2020 and the trustworthiness of the high-stakes decision (de Jong et al 2019), and suggestions were made to extrapolate from clinical decision-making and jury decision-making for learners progress decisions (Tweed and Wilkinson 2019), more work needs to be done on the use and meaning of the full range of the low-to high-stakes continuum.…”

Section: Recommendations For Future Workmentioning

confidence: 99%

Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles

et al. 2021

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Introduction: In the Ottawa 2018 Consensus framework for good assessment, a set of criteria was presented for systems of assessment. Currently, programmatic assessment is being established in an increasing number of programmes. In this Ottawa 2020 consensus statement for programmatic assessment insights from practice and research are used to define the principles of programmatic assessment. Methods: For fifteen programmes in health professions education affiliated with members of an expert group (n ¼ 20), an inventory was completed for the perceived components, rationale, and importance of a programmatic assessment design. Input from attendees of a programmatic assessment workshop and symposium at the 2020 Ottawa conference was included. The outcome is discussed in concurrence with current theory and research. Results and discussion: Twelve principles are presented that are considered as important and recognisable facets of programmatic assessment. Overall these principles were used in the curriculum and assessment design, albeit with a range of approaches and rigor, suggesting that programmatic assessment is an achievable education and assessment model, embedded both in practice and research. Knowledge on and sharing how programmatic assessment is being operationalized may help support educators charting their own implementation journey of programmatic assessment in their respective programmes.

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Section: Recommendations For Future Workmentioning

confidence: 99%

Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles

et al. 2021

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“…The programmatic approach to assessment is considered to better integrate the different purposes of assessment throughout the curriculum - assessment as learning and assessment for learning, as well as the more traditional use, assessment of learning. The vertical and horizontal integration and intentional interlinking of assessments throughout a program constitutes a more meaningful strategy to frame the whole of learner competence development in health professions education courses [14] , [15] , [16] , [17] .…”

Section: A Programmatic Approach To Assessmentmentioning

confidence: 99%

“…The key features of programmatic assessment include [14] , [15] , [16] , [17] , [18] , [19] , [20] , [21] ; A whole of course approach to assessment, where assessment elements are scaffolded longitudinally with a focus on supporting learning, and multiple assessment elements inform learner competence decisions. No single assessment task defines learner outcomes, instead both formative and summative assessment tasks are interrelated and mapped across the program.…”

Section: A Programmatic Approach To Assessmentmentioning

confidence: 99%

An intentional approach to the development and implementation of meaningful assessment in advanced radiation therapy practice curricula

Wright¹,

Matthews²

2022

Technical Innovations & Patient Support in Radiation Oncolo

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“…Further literature suggests that assessing professionalism requires a longitudinal programmatic assessment approach, where the focus on assessment is for learning , not just of learning . Here, assessment is gathered longitudinally, with an emphasis on the developmental nature of competency building, including earlier identification, intervention and remediation of areas requiring strengthening 4,6,12–16 . Little is published on programmatic assessment of professionalism in nutrition and dietetics.…”

Section: Introductionmentioning

confidence: 99%

Shifting the narrative and practice of assessing professionalism in dietetics education: An Australasian qualitative study

Dart

Rees

Ash

et al. 2023

Nutrition & Dietetics

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Aim: We aimed to explore current approaches to assessing professionalism in dietetics education in Australia and New Zealand, and asked the questions what is working well and what needs to improve?Method: We employed a qualitative interpretive approach and conducted interviews with academic and practitioner (workplace-based) educators (total sample n = 78) with a key stake in dietetics education across Australia and New Zealand. Data were analysed using team-based, framework analysis. Results: Our findings suggest significant shifts in dietetics education in the area of professionalism assessment. Professionalism assessment is embedded in formal curricula of dietetics programs and is occurring in university and placement settings. In particular, advances have been demonstrated in those programs assessing professionalism as part of the programmatic assessment. Progress has been enabled by philosophical and curricula shifts; clearer articulation and shared understandings of professionalism standards; enhanced learner agency and reduced power distance; early identification and intervention of professionalism lapses; and increased confidence and capabilities of educators. Conclusions: These findings suggest there have been considerable advances in professionalism assessment in recent years with shifts in practice in approaching professionalism through a more interpretivist lens, holistically and more studentcentred. Professionalism assessment in dietetics education is a shared responsibility and requires further development and transformation to more fully embed and strengthen curricula approaches across programs. Further work should investigate strategies to build safer learning cultures and capacity for professionalism conversations and in strengthening approaches to remediation.

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The Value of Programmatic Assessment in Supporting Educators and Students to Succeed: A Qualitative Evaluation

Cited by 13 publications

References 29 publications

Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles

Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles

An intentional approach to the development and implementation of meaningful assessment in advanced radiation therapy practice curricula

Shifting the narrative and practice of assessing professionalism in dietetics education: An Australasian qualitative study

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