Presented by Professor Phil Jones, Office of the Pro-Vice-Chancellor (Education)
It is reasonably presumed that disciplinary knowledge grows with the increasing complexity and diversity of contexts as a student progresses through a program. While course assessments provide insights into what a student knows at multiple timepoints within a program, they provide limited information about a student’s growth in disciplinary knowledge. This seminar will review current concepts in the assessment of learning progressions and report on a project undertaken in Medicine to track student’s growth in medical knowledge. The project builds on the development of a conceptual framework to describe the progression of medical knowledge and explores the use of a novel diagnostic cognitive model to estimate students’ mastery of cognitive attributes.
The seminar will benefit staff and students interested in the assessment of knowledge, especially at a programmatic level, and in new techniques for enhancing information for student feedback.
A copy of the presentation slides is available via The Box here (log in with your UNSW credentials).
Seminar Room 208, Level 2 (entry level), UNSW Library