Assessment - Making it Matter

Background Assessment can serve as a potent driving force behind students’ learning, including their approach and motivation. Educators often grapple with the ‘best’ way to assess their modules to demonstrate that their... [ view full abstract ]

Background
Assessment can serve as a potent driving force behind students’ learning, including their approach and motivation. Educators often grapple with the ‘best’ way to assess their modules to demonstrate that their students have met the learning outcomes. If assessment is to actively engage students and ensure achievement of learning outcomes it must be perceived by students to be beneficial for more than simply the grades it yields. This paper will present a student evaluation of an innovative assessment strategy adopted in two undergraduate modules on a BSc in Nursing programme.

Aim and objectives of the study
The aim of this study was to elicit students’ perceptions of an innovative, student centred approach to module assessment.
The objectives were to;
- Identify a form of assessment that would engage and motivate students;
- Promote increased student ownership of learning;
- Foster transferable skills for professional practice.

Method
A descriptive study employing convenience sampling was undertaken. Ethics approval was granted. The sampling frame comprised 310 (1st & 2nd year) undergraduate students and yielded a 55% response rate (n=170). The assessment strategies of two modules were re-designed to mimick a professional conference format. Student groups had to submit abstracts, and develop and deliver oral presentations using either a poster or a powerpoint medium, to their peers and assessors. Students were asked to evaluate this approach using a free-text response survey tool developed by the researchers. Evaluation of the survey responses was informed by content analysis.

Findings
Findings included a heightened interest and motivation for this assessment. Students reported enhanced scope for knowledge acquisition, improved communication skills and increased confidence. Professional attributes that students cited repeatedly included collegiality, teamwork, public speaking, confidence and interpersonal communication. They also identified some challenges including group dynamics, feeling vulnerable and fear of making a mistake.

Conclusions and Implications
The potential impact of the innovation on students’ personal and professional development cannot be under-estimated. Tailoring assessment to effect the attainment of specific knowledge, skills and professional attributes will equip students to work in complex, ever-changing healthcare environments.