Using Programme Assessment to Promote Reflective Learning and Clinical Reasoning Skills in Sports Therapy: A Case Study.

This paper considers the impact of cross-modular assessment on student learning of both

professional competencies and academic skills within an allied health field.

Assessment is central to higher education. However, recent research has consistently shown

that assessment is frequently over-used to ‘warrant' achievement (Knight 2007) despite its

potential to influence student learning by directing attention and effort (Gibbs & Simpson

2004; Boud & Falchikov, 2007). It had been noted that students persistently had trouble appreciating how the theoretical

knowledge gained at Level 2 would be integral to applied practice at Level 3. In addition,

previous modular assessment regimes did not always provide sufficient opportunity for

students to feed-forward from one assessment to the next. Therefore, it was considered that a

shift in focus towards ‘assessment for learning' to address these potential issues may

facilitate students' ability to optimise clinical reasoning skill acquisition.

An alternative approach was piloted to establish whether effective learning of the required

clinical reasoning skills would indeed be facilitated by an assessment that would provide

regular practise of the required skills and opportunities for reflection (Gibbs & Simpson 2004;

Kolb's Reflective Learning Cycle 1984). Student attitudes to the perceived effectiveness of the

cross-modular assessment are considered, along with identification of aspects of good

practice in the development of critical reflective learning skills necessary for professional

practice. This paper explores the effect of the revised assessment and suggests possible

considerations and strategies for wider implementation in programmes with professional

accreditation requirements.