Governance, Medical schools, Institutional cooperation, Universities, Medical education, Student assessment, Testing
This paper is driven by a desire to improve assessment in higher education to yield better outcomes for communities, professions and individuals. The analysis unfolds within the field of medicine but is conceptualised to be of much broader relevance to other professional fields and academic disciplines. The focus is on assessment during the course as opposed to assessment for admissions or licensing purposes. The interest in assessment is not simply to produce practitioners, but to develop better practitioners. As well, the remarks are bounded by the context of universities in Australia and hence the complex but important assumption of academic autonomy. As the above remarks convey, we consider that while much current assessment practice is not broken, on quality and efficiency grounds it is certainly in need of somewhat radical improvement.
Australian Medical Assessment Collaboration (AMAC)., Canny, B., & Coates, H. (2014). Governance models for collaborations involving assessment. Australian Council for Educational Research (ACER). https://research.acer.edu.au/higher_education/54
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Australian Council for Educational Research (ACER)