Designing programmes of assessment: A participatory approach

Janica Jamieson, Gemma Jenkins, Shelley Beatty, Claire Palermo

Research output: Contribution to journalArticleResearchpeer-review

20 Citations (Scopus)

Abstract

Programmatic approaches to assessment provide purposeful and meaningful assessment yet few examples of their development exist. The aim of this study was to describe the development of a programme of assessment using a participatory action research (PAR) approach. Nine work-based assessors together with three academics met on six occasions to explore the current approach to competency-based assessment in the placement component of a dietetics university course, the findings of which were used to design a programme of assessment. Findings revealed disconnect between current assessment approaches and best practice. The PAR methodology fostered a shared vision for the design of a programmatic approach to assessment and strong leadership was essential. Participants experienced a philosophical shift in their views towards assessment, supporting the implementation of a new assessment programme. This paper is the first to describe a PAR approach as a feasible and effective way forward in the design of programmatic assessment. The approach engaged stakeholders to strengthen their abilities as work-based assessors and produced champions for best practice assessment.

Original languageEnglish
Pages (from-to)1182-1188
Number of pages7
JournalMedical Teacher
Volume39
Issue number11
DOIs
Publication statusPublished - 4 Aug 2017

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