Assessments in the intensive online learning environment should account for students’ interests (Sharma et al., 2018), link to real-world issues to enhance authentic learning (Smith & Worsfold, 2013), and communicate expectations about what is required of students (Kite & Phongsavan, 2017).
The Knowledge, Process, Practice (KPP) model is a useful framework that would suit scaffolded assessments in the new academic model. The KPP model structures the assessments around real-world problem-solving scenarios that are relevant to students' interests and professional practice (Dutke et al., 2017; Shaw et al., 2015). Each unit has three interconnected assessments that vary in modality and build progressive difficulty. Students first identify a current, relevant issue or challenge in the health, social, and community care settings, thereby facilitating autonomy and linking new information to current knowledge and experiences. Students then critically analyse the issue in-depth, based on a comprehensive ecological framework (micro, meso, macro), understanding the interconnected factors involved and providing the motivation and rationale for change. Finally, students develop an evidence-based action plan or framework to solve the issue, thereby linking best evidence to practice.
During this presentation, we will share how the KPP learning approach works and how it is supported by continuous feedback, in the form of initial assessment feedback, individual consultation, and peer discussion on weekly learning and discussion activities that serve to stimulate and focus students’ ideas. Ultimately, this serves to empower students to apply knowledge and transform future health, social, and community care services.
The indications for the new SC model are that considering the intensive nature of the units and self-direct learning, it is important to create an atmosphere of in-depth learning by motivating students to focus on real-world issues and possible resolutions (to link the theories to practice).
Dutke, S., Bakker, H. E., Papageorgi, I., & Taylor, J. (2017). Introduction to the special issue on evidence-based teaching (EBT): Examples from learning and teaching psychology. Psychology Learning & Teaching, 16(2), 175-178. https://doi.org/10.1177/1475725717701209
Kite, J., & Phongsavan, P. (2017). Evaluating standards-based assessment rubrics in a postgraduate public health subject. Assessment & Evaluation in Higher Education, 42(6), 837-849. https://doi.org/10.1080/02602938.2016.1199773
Sharma, S., Devi R., & Kumari, J. (2018). Pragmatism in education. International Journal of Engineering Technology Science and Research, 5(1), 1549-1544.
Shaw, T., Barnet, S., Mcgregor, D., & Avery, J. (2015). Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education. Medical Teacher, 37(1), 53-58. https://doi.org/10.3109/0142159X.2014.923563
Smith, C., & Worsfold, K. (2013). Unpacking the learning-work nexus: ‘priming’ as lever for high-quality learning outcomes in work-integrated learning curricula. Studies in Higher Education, 40(1), 22-42. https://doi.org/10.1080/03075079.2013.806456