Catalogue of Modules, University of Nottingham

A34PAF Principles and Practice of Assessment and Feedback
(Last Updated:03 May 2017)

Year  17/18

Total Credits: 20

Level: Level 4

Target Students:  2.1 OR pass at MBBS; Degree in medical/allied healthcare professions discipline subject and/or sufficient associated work experience; Students on the MMEdSci, PGDip and PGCert Medical Education courses; Healthcare professionals who wish to apply educational theory to practice/ teaching in the workplace setting; PGCHE students; Students proposed as suitable by the HOS of Medicine

Taught Semesters:

SemesterAssessment
Autumn Assessed by end of Spring Semester 

Prerequisites: None.

Corequisites:  None.

Summary of Content:  This module introduces students to the principles of assessment and feedback described in the broader literature from education and psychology as applied to a medical or healthcare professions education context. The module explores individual values and beliefs about assessment and feedback and investigates the way in which the values, beliefs and assumptions held by teachers influence the practice of assessment and experience of feedback for learners in a medical or healthcare professions education context.

Method and Frequency of Class:

ActivityNumber Of WeeksNumber of sessionsDuration of a session
Seminar 3 weeks2 per week8 hours

Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester

Further Activity Details:
Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester

Method of Assessment: 

Assessment TypeWeightRequirements
Exam 1 25 ROGO online assessment. Will be based on Psychometrics. 
Practical 50 2500 words: Design an objective structured competence examination (OSCE) station for evaluating competence in a novice or an advanced beginner around a topic in which you have a degree of subject matter expertise. 
Assignment 25 1500 words: Construct a curriculum blueprint of assessment for a course within an undergraduate or postgraduate context. 

Convenor: 
Dr G Pinner

Education Aims:  The aim of this module is to develop the knowledge, skills, values and desirable behaviours of students in two expert roles of a teacher – assessor and facilitator.

Learning Outcomes:  In a medical or healthcare professions education context, students will gain knowledge and understanding of:

  • The ways in which assessment can be designed to provide direction and motivation for future learning; specifically around the knowledge, skills, values and behaviours of learners
  • The academic and professional framework across the continuum of medical and healthcare professions education for identifying and monitoring learners who cannot attain or maintain minimal competence
  • The methods and approaches for assessing knowledge, skills and behaviours in a medical or healthcare professions education context
  • The methods and approaches for assessing ‘difficult to measure’ constructs in a medical or healthcare professions education context such as professionalism, clinical diagnostic decision-making, teamwork, quality improvement and working in complex systems of care
  • The range of methods, environments and contexts for making judgements about the different aspects of performance
  • The principles of psychometrics as applied to assessments within a medical education context
  • Programmatic assessment with repeated, ongoing, contextual and developmental evaluations of competence, proficiency and performance
  • The fundamental concepts informing the way in which feedback should be feedback to learners in a medical or healthcare professions education context such as self-efficacy, motivation for learning, goal-setting, self-assessment and feedback recipience
  • The way in which to comprehend, analyse and synthesise information for giving as feedback following observation on performance
  • The role of supervision, coaching, mentoring around a programme of assessment, especially in the context of remediation
  • The common areas of contention and controversies surrounding the notion of testing and punishment in the context of assessment in medical or healthcare professions education
  • The misconceptions and assumptions surrounding qualitative and quantitative data as a measure of attainment or substrate for giving feedback
    By the end of the module, students will be able to:
  • Design an OSCE circuit with supporting blueprint for assessing competence, proficiency or performance of learners on task in an area of subject-matter expertise such as a clinical sub-specialty for a novice and advanced beginner
  • Develop a curriculum blueprint of assessments for assessing knowledge, skills or behaviours in an area of subject-matter expertise such as a clinical sub-specialty
  • Apply the principles of psychometrics in practice to complete tasks within a medical education context

    Offering School:  Medicine


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