Faculty of Medicine, Nursing and Health Sciences

Postgraduate - Unit

This unit entry is for students who completed this unit in 2012 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNorthern Territory First semester (extended) 2012 (Off-campus block of classes)
Notting Hill Second semester (extended) 2012 (Off-campus block of classes)
Coordinator(s)Professor Brian Jolly


This unit is designed to provide participants with the opportunity to develop their knowledge about assessment and to extend and refine their use of assessment techniques. One of the unit's aims is to develop participants' expertise both as an examiner and as a member of teams considering assessment data. It has been designed to utilize participants' existing expertise in assessment and to begin to integrate their studies in the Graduate Certificate in Health Professional Education.


On completion of this unit participants will be able to:

  1. Describe the role of assessment in influencing student learning behaviour and the
learning process;
  1. Identify and apply the principles of educational assessment in professional healthcare teaching;
  2. Critique the range of assessment tools that can be used in the effective delivery of
health professional education and select appropriately to assess a range of skills,
knowledge and attitudinal characteristics in different contexts;
  1. Design a number of assessment tools appropriate to clinical and scientific teaching
  1. Implement standard setting procedures for assessment;
  2. Describe and distinguish between the uses of formative and summative assessment procedures;
  3. Describe and distinguish between the uses of formative and summative assessment procedures;
  4. Describe and distinguish between assessment and performance in health professions and the implication this has for assessment;
  5. Outline the interface between Continuing Professional Development, assessment and reaccreditation in health professions.


Assessment practical and plan (30%)
Assessment critique (30%)
Written assignment/analytical paper (2500-3000 words)(30%)
Teaching portfolio (10%)

Chief examiner(s)

Professor Brian Jolly

Off-campus attendance requirements

Off-campus with compulsory study days