Maximised learning through integrated assessment: Evidenced through nursing practice

Rebecca Vanderheide, Jackie Walkington

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)


It is well accepted that assessment approaches impact student learning and yet there are a number of constraints that inhibit the ability to develop and implement more effective assessment practices. Higher workload challenges faced by academics coupled with the needs of a changing student demographic were the impetus for a multidisciplinary project aimed at developing an integrated assessment approach. The project aimed to redevelop some of the current assessment practices across a number of faculties within an Australian university with the primary goal of demonstrating a more strategic, integrated and meaningful learning experience, and a more efficient assessment workload for students. The approach particularly targeted assessments that focused on the studentsa?? professional development by capitalising on individual unit criteria in integrated, contextual assignments. The integrated assessment approach was trialled in three distinctly different disciplinary areas. Each discipline developed assessment items that were consistent with their particular course aims; however, the implementation of each assessment was evaluated using the same method. This paper discusses the rationale for the overall project as it pertains to implementing integrated assessment, and describes the nursing case study which produced the most successful outcomes compared to the other disciplines. The strengths, challenges and limitations associated with using an integrated assessment approach are highlighted as evidence to support wider implementation.
Original languageEnglish
Pages (from-to)351 - 355
Number of pages5
JournalNurse Education in Practice
Issue number6
Publication statusPublished - 2009
Externally publishedYes

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