Associated Assessment Criteria for Exit Level Outcome 1:
Understand self; reflect and relate theories of educational leadership and mentor according to personal experiences and practices.
Analyse leadership issues and develop strategies in the context of educational organisations.
Demonstrate practical leadership and mentoring skills and build effective team-oriented approaches to collaboration.
Respond to and provide leadership and guidance in an increasingly complex landscape of health professions education.
Demonstrate an understanding of group dynamics and principles of effective team work within an ethical and human framework.
Demonstrate an understanding of the influence of organisational culture on project outcomes.
Associated Assessment Criteria for Exit Level Outcome 2:
Demonstrate a conceptual understanding of appropriate management, pedagogical, project management and evaluation of concepts in the HPE context.
Critically appraise the theoretical approaches underpinning management, pedagogical project management, and evaluate in HPE demonstrating evidence of best practice of the effectiveness of various approaches.
Select and apply appropriate management, pedagogical, project management, and evaluation strategies to demonstrate evidence of best practice and effectiveness.
Associated Assessment Criteria for Exit Level Outcome 3:
Demonstrate and apply pedagogical principles in the practice of teaching and learning.
Select and apply appropriate strategies for teaching and facilitation of learning in different contexts, demonstrating evidence of best practice of the effectiveness of various approaches.
Select and apply concepts and approaches to assess teaching and learning in the HPE context.
Apply educational theories, models and principles to the design of a module or course.
Apply the principles of alignment within the design of a module or course.
Associated Assessment Criteria for Exit Level Outcome 4:
Demonstrate an understanding of educational theories that inform the design and development of learning materials and activities.
Create appropriate learning materials and activities to enhance and support learning.
Adapt learning materials and activities to meet diverse learning needs.
Implement and evaluate the efficacy of the selected strategies in the development of learning materials and activities.
Associated Assessment Criteria for Exit Level Outcome 5:
Demonstrate an understanding of the theoretical and practical concepts of research design in HPE.
Design and implement an education innovation research project.
Select and apply appropriate methods to manage and evaluate an education intervention project.
Demonstrate appropriate communication of findings related to an education innovation research project among peers.
Integrated Assessment:
In the assessment strategy, competence must be demonstrated and will be assessed through a variety of options.
Formative Assessment:
Formative assessment methods include:
Written reflections.
Written assignments.
Video material and accompanying report/s.
Formative assessment is designed to ensure that:
It supports the teaching and learning process.
Provides constructive feedback to the learner on his/her progress.
It helps to make decisions on the readiness of learners.
Formative assessment is useful in terms of assessment of outcomes, as these are often difficult to assess during summative assessments. Gaps in terms of knowledge and abilities can be identified with individuals at this stage and appropriate action planned.
Summative Assessment:
Summative assessment includes:
Leadership and Mentoring in HPE: a reflective portfolio of evidence.
Instructional Design: A report with a completed module alignment template, with additional materials to support evidence of alignment of a chosen module.
Project Management and Evaluation: a portfolio of evidence related to and education project.
The Faculty Development for Health Professionals in HPE: Theme 1: Core Concepts of Faculty Development (FP).
A report of the overarching Innovation Research Project (subject dependent).
Summative assessment is about making a judgement about achievement. Learner-readiness determines whether the learner will qualify for the respective examinations. It is required that the assignments (both written and video material) are submitted in order to fulfil the requirements of each module.
Summative assessment occurs at the end of each study cycle of learning; and is used to determine whether the learner is competent in the required knowledge and skills. Summative assessments will be conducted on a continuous basis throughout the learning experience. Summative assessments are moderated per module of learning, in order for all learners to be fairly assessed against the planned outcomes. |
