The academic developmental learning journey in using a competency graduated descriptors tool for student self-assessment and feedback

Owen, S. M., Stupans, I., McKauge, L. M. and Pont, L. (2013) The academic developmental learning journey in using a competency graduated descriptors tool for student self-assessment and feedback. Focus on Health Professional Education, 15 1: 68-80.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
Author Owen, S. M.
Stupans, I.
McKauge, L. M.
Pont, L.
Title The academic developmental learning journey in using a competency graduated descriptors tool for student self-assessment and feedback
Journal name Focus on Health Professional Education   Check publisher's open access policy
ISSN 1442-1100
Publication date 2013-09
Sub-type Article (original research)
Volume 15
Issue 1
Start page 68
End page 80
Total pages 13
Place of publication Adelaide, SA, Australia
Publisher ANZAHPE
Collection year 2014
Language eng
Formatted abstract
Aim: Academic skill building is a significant issue for lecturers involved in preparatory health programs. This study examines various university academics from pharmacy schools and their approaches to introducing a generic competency tool for student self-assessment and feedback within experiential placement processes.

Background: Competency standards used in determining that entrants to professions have the required skills, knowledge and attributes are essentially focused on 'end points' and assessment processes which indicate a competent/non-competent categorisation. An Australian Learning and Teaching Council pharmacy project developed a graduated descriptors tool for competencies relevant to student self-assessment and feedback which acknowledged the progressive development of skills by students. The tool was progressively amended in response to feedback by students.

Method: Academics at two pharmacy schools implemented a graduated descriptors competency tool which they had amended in varying ways, including providing students with online access to some preparatory materials and using small tutorial groups to revisit competencies. Student surveys, trial school academic reflective writing and student and academic interviews were used to gather data about the tool's usefulness and the effectiveness of various implementation approaches. Manual collation and analysis were used.

Results: A generally positive response was indicated to the amended tool for self-assessment, improving feedback and student learning. Academic reflective writing and interviews indicated the importance of appropriately contextualising the tool, including appropriate scaffolding in pre-placement approaches as relevant to the particular pharmacy program context.

Discussion: While wider scale trialling is required, the research highlights the value of student feedback in developing and implementing new materials, with reflection by academics supporting their learning journey.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Pharmacy Publications
 
Versions
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Tue, 06 Dec 2011, 13:18:55 EST by Ms Leigh Mckauge on behalf of School of Pharmacy