Abstract
This chapter recounts the learning gained by a group of assessment developers in one Australian medical education program as they implemented a comprehensive approach to curriculum development supporting greater emphasis on assessment as, and for, learning. This was a major work that challenged the dominant culture of a psychometric approach to assessment of learning. This chapter describes programmatic assessment for learning (PAL) (not to be confused with peerassisted learning) which is a curriculum approach that uses a diverse range of assessment tasks that, over time, generates comprehensive information to inform students and educators of students’ progress towards achieving whole-of-program learning outcomes. This information assists students in developing and prioritizing their learning plans. The PAL curriculum approach constitutes a significant cultural shift and requires a significant change in understanding the educational role of assessment for curriculum designers, academic teachers, university policy makers, and students alike. This chapter will describe the persuasive benefits for adopting a PAL curriculum and recount the challenges and barriers that were experienced by those involved in the process of implementation.
Original language | English |
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Title of host publication | Clinical Education for the Health Professions |
Subtitle of host publication | Theory and Practice |
Editors | Debra Nestel, Gabriel Reedy, Lisa Mckenna, Suzanne Gough |
Place of Publication | Singapore |
Publisher | Springer Nature |
Chapter | 62 |
Pages | 1203-1220 |
Number of pages | 18 |
ISBN (Electronic) | 9789811533440 |
ISBN (Print) | 9789811533433 |
DOIs | |
Publication status | Published - 1 Jan 2023 |
Keywords
- Assessment
- Feedback
- Learning coach
- Programmatic assessment
- Programmatic assessment for learning