Student Assessment
The University has a very strict policy framework for assessment practices. The framework takes into account current ordinances, rules, policies, codes of conduct and guidelines.
The role of assessment in teaching and learning
Assessment is the process of collecting evidence, making judgments on the nature and extent of progress towards a learning outcome, and, at the appropriate point, making the judgment as to whether a particular level of satisfactory performance has been achieved.
In teaching and learning assessment is the process of evaluating the quality and extent of student achievement or performance in learning as such the focus and approach of students to learning.
Assessment has two purposes:
Formative Assessment
The formative purpose of assessment is to encourage a ‘deep’ approach to learning through students’ own activity and engagement with the topic content.
It involves the clinical supervisor providing feedback and information that will enable the student to ‘form’ knowledge, skills and attitudes to improve his/her clinical performance.
This type of assessment commonly takes place during the student’s clinical practice time. It is intended to provide students with information that assists their progress toward the achievement of their performance goals, during their journey of achieving clinical competence.
Summative assessment
The summative purpose of assessment is to lead to the certification of achievement or ability of students for external audiences (such as registration boards).
As such this assessment generally takes place at the completion of a student’s clinical practice experience. It is geared toward reporting a ‘summary’ of the student’s status or level of achievement to determine that the student has fulfilled all of the requirements of the course.
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