Curriculum Design, Assessment and Evaluation in Health Professional Education
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- 31 Jul 2023
Established in 1991 after amalgamating four eastern Australian Catholic tertiary institutes, Australian Catholic University now has seven campuses, from Brisbane to Melbourne and welcomes students of all beliefs. Specialising in arts, business, education, health sciences, law, theology and philosophy, ACU encourages its students to think critically and ethically and bring change to their communities and offer this online through Open Universities Australia.
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On successful completion of this unit, students should be able to:
- Describe the main principles and features of curriculum design, and critically discuss strategies to promote learner-centred education and encourage interprofessional education (GA1, GA4, GA5, GA7, GA8)
- Analyse selected contemporary assessment and evaluation models and approaches, and design an appropriate assessment tool for use in their own practice (GA3, GA4, GA5, GA8, GA10)
- Apply knowledge and understanding to develop an evaluation tool for use in their own practice (GA3, GA4, GA5, GA8)
- Foundational theories and principles of curriculum design
- - Curriculum theories and principles of instructional design
- - Instructional design models
- - Factors that influence curriculum and program design
- - Curriculum change and innovation
- Planning and Designing the Curriculum
- - Planning models
- - Planning, sequencing and delivering instruction
- - Integrating inclusive instruction, including interprofessional collaboration
- Contemporary approaches to assessment in health professional education
- - Assessment for learning
- - Authentic assessment
- - Constructive alignment
- - Competency-based assessment
- - Models for innovative assessment
- - Entrustable professional activities
- Assessment methods and tools in health professional education
- - Developing performance outcomes
- - Measuring objectives
- - Formative and summative assessment
- - Rating scales
- - Checklists
- - Criterion-based assessment
- - Providing feedback
- - Learner-centred assessment tools
- Program and teaching evaluation models and strategies
- - Models, strategies and instruments for evaluation
- - Development of evaluation indicators
- - Self-evaluation and peer-evaluation
- - Evaluating educational intervention and reporting to stakeholders for practice improvement
- Ethical, moral and legal issues in curriculum design, assessment and evaluation
- - Due process, equity and fairness
- - Ethical, moral and legal obligations in curriculum design, assessment and evaluation of health professionals
- - Maintenance of professional standards
In order to enrol in this subject, you must be accepted into one of the following degrees:
No additional requirements
Authentic assessment approaches are increasingly being applied in contemporary health professional education to actively engage learners in activities that resemble real‐world work interactions and problem‐solving. Health professional educators need the knowledge and skills to plan and design curricula, assessment tools and evaluation strategies as they apply to diverse healthcare settings. This subject will empower you to explore and apply a range of strategies and techniques to optimise health professional assessment and evaluation as a learning and teaching method.
To that end, this subject will help you learn about and apply educationally sound practices required to design effective curriculum which promote learner-centred education and inter-professional collaboration, in the context of healthcare professional education. You will examine curriculum concepts, and establish a familiarity with instructional design that focuses on inquiry-based and evidence-based learning approaches.
You will also be introduced to contemporary approaches to valid and reliable assessment of health professional learners, and be provided opportunities to develop and implement authentic assessment items, as well as practical experience in assessment. Finally, you will then critically analyse evaluation strategies to differentiate their anticipated purposes and outcomes, while taking into consideration the ethical, moral and legal issues.
The overall aim is therefore to prepare you to optimise the learner and learning experience through the development of theoretically informed curricula and authentic assessment, and provide you with the skills to evaluate the effectiveness of this learning in healthcare education.
In order to successfully complete this unit, students need to complete and submit three assessment tasks. A minimum combined total grade for all assessment tasks of 50% is required to pass this unit. Students will be awarded a final grade result. The assessment strategy used aims to progressively develop your knowledge and skills to enable you to meet the learning outcomes for this unit; in other words, it supports your learning as well as providing a means for you to demonstrate your learning. In order to develop the knowledge, comprehension and skills required to achieve the learning outcomes and Graduate Attributes, you will: • demonstrate knowledge through a written assessment, by designing a health professional education or simulation curriculum/program and discussing appropriate evaluation strategies; • demonstrate further understanding by critically analysing different assessment methods, and developing a valid and reliable assessment tool for use in your workplace, as part of the final assessment task. Each assessment task in this unit will be assessed according to criteria and standards that are simplified and summarised in the form of a rubric. The rationale for the use of rubrics in this unit is to provide you with a clear statement of the performance expectations for each assessment task, and to provide clarity around what you need to do to succeed. Further, the use of rubrics aims to provide you with helpful feedback about the quality of your work.
- Written /Concept map - Enables students to demonstrate knowledge and understanding of constructive alignment, by developing a concept map for an education program/lesson. Students will work with others to peer review their program LOs (20%)
- Written /Assessment tool - Enables students to deveelop an education program which is constructively aligned. Students will demonstrate knowledge and critical analysis of their chosen assessment methods, and develp an assessment tool for their workplace. (40%)
- Written /Evaluation tool - Enables students to apply knowledge &understanding of evaluation methods, by evaluating their chosen education program/ assessment method/ assessment tool. (40%)
For textbook details check your university's handbook, website or learning management system (LMS).