A New Program of Assessment for a New Medical Program

The undergraduate Medicine program at the University of New South Wales is undergoing substantial reform, with changes in the organisation of teaching which include an integration of basic and medical sciences into modules focussed on medical practice and an emphasis on students' personal and professional development. The new curriculum demanded a reassessment of the traditional assessment methods which have been used previously and provided an opportunity to develop an assessment scheme from first principles. This paper describes significant features of the proposed new approach to assessment, which include (1) a dramatic shift of emphasis towards formative assessment (2) the abolition of discipline-specific assessments (3) coarse grading of summative assessments, with repeated sampling (4) the use of a variety of techniques tailored towards assessment of graduate capabilities in the areas of personal attributes and interactional abilities, as well as applied knowledge and skills (5) flexible and individualised summative assessments in the later years of the program. The new assessment scheme is designed to encourage active learning and support interdisciplinary integration. In addition, it focuses attention on the development of those capabilities and skills that have long been underemphasised in 'traditional' programs. As such the new assessment scheme is integral to achieving the goals of the new program.