Learning Outcome Oriented Programmatic Assessment

TL;DR

This paper discusses designing a third-semester BSc program with a focus on assessment for learning, emphasizing feedback, learner progress, and higher-order cognitive skills to enhance motivation and focus.

Contribution

It introduces a framework for programmatic assessment tailored to foster feedback, motivation, and higher cognitive skills in a BSc educational setting.

Findings

Enhanced learner engagement through feedback-oriented assessment

Improved focus on higher-order cognitive skills

Increased motivation via the HILL model mechanisms

Abstract

This paper describes considerations behind the organisation of a third semester BSc education. The project aims to facilitate a feedback-oriented environment using assessment for learning and for incremental measure of learner progress [Vleuten et al, 2012, "A model for programmatic assessment fit for purpose"]. Learning outcomes encourage higher order cognitive skills, following [Biggs & Tang, 2011,"Teaching for quality learning at university: what the student does"]. Embracing [Dochy et al. 2018, "Creating Impact Through Future Learning: The High Impact Learning that Lasts (HILL) Model"], several mechanisms encourage focus and motivation.