Transforming assessment – Critical reflections around resolving tensions between assessment for learning and of learning

Abstract

Current assessment and progression policies and practices in higher education are largely dominated by dichotomy between formative and summative assessments. Given assessments are major drivers of learning, such as dichotomous assessment systems which promote the learning that can only be tested via summative assessments and falls short in fostering complex graduate attributes - such as interdisciplinary competencies. Medical programs, across the globe are now embracing emerging concepts such as programmatic assessment that allows the assessments to serve ‘for, of and as’ learning. Given the most challenging curricular reform in any field, including Business is reforming assessments, this paper critically reflects on how emerging concepts such as programmatic assessment are promising in resolving the tensions created by dichotomy of assessment for vs as learning. The reflections are based on rapid scoping review of programmatic assessment in Medical education, as well as authors’ familiarity with implementation of programmatic assessment in the Sydney Medical School renewed curriculum. There are many lessons that can be learned and carried over from the University of Sydney Medical curriculum to the Business education space.

authentic assessment