Activity 1 : Principles of Programmatic Assessment
1A. Enumerate the Principles of Programmatic assessment.
The following are twelve important principles of Programmatic Assessment:
1. Every (part of an) assessment is but a data-point
2. Every data-point is optimised for learning by giving meaningful feedback to the
learner
3. Pass/fail decisions are not given on a single data-point
4. There is a mix of methods of assessment
5. The method chosen should depend on the educational justification for using that
method
6. The distinction between summative and formative is replaced by a continuum of
stakes
7. Decision-making on learner progress is proportionally related to the stake
8. Assessment information is triangulated across data points towards an appropriate
framework
9. High-stakes decisions (promotion, graduation) are made credibly and transparently,
using a holistic approach
10. Intermediate review is made to discuss and decide with the learner on their
progression
11. Learners have recurrent learning meetings with (faculty) mentors/coaches using a
self-analysis of all assessment data
12. Programmatic assessment seeks to gradually increase the learner’s agency and
accountability for their learning through the learning being tailored to support
individual learning priorities.
1B. Discuss in detail any 2 of them which you think can be implemented in your institution
/ department. (Minimum 300 words)
To enhance the robustness and fairness of student assessments in Physiology at our
institute or department, we can adopt two fundamental principles of programmatic
assessment: diversifying assessment methods and ensuring that pass/fail decisions are not
based on a single assessment.
1. Pass/fail decisions are not given on a single data-point 1. Holistic Approach to
Pass/Fail Decisions
In Physiology, students are assessed periodically: when the teaching of a system in
completed, when a portion of the syllabus is completed in terminal exams, in pre prof
exams, and then a final university exam. Also, there are seminars, home assignments,
poster making, concept mapping, SDL, SGT, etc. They all include assessment of both
theory and practical. Final university exam is what decides pass or fail status of a
student. This practice places an undue amount of pressure on students and may not
accurately reflect their true capabilities and understanding of the course material.
However, if the weightage of internal exams is increased, then all the formative
assessments may become data set points, whose cumulative figure may be used for high
stakes decisions.
It will encourage consistent performance and deeper learning, as students will recognize
the importance of every assessment in their academic progression.
2. There is a mix of methods of assessment Diverse Methods of Assessment
For theory, there is a written exam including modified essay type questions, small answer
questions, multiple choice questions. Viva voce for theory is clubbed with practical exam,
which itself includes assessment of skill learning. Likewise, seminars, SGDs, concept
mapping, poster making, etc. may also be included in the battery of assessment methods.
These methods not only assess students' understanding and retention of knowledge but
also enhance their analytical, presentation, and critical thinking skills.
Incorporating such a diverse array of assessment techniques ensures that we can evaluate
different facets of a student's abilities. This mix not only mitigates the biases and limitations
inherent in any single method but also aligns with the principles of programmatic
assessment. Through this approach, accompanied by timely and constructive feedback, we
can truly support and enhance the learning journey of each student.
Activity 2 : Components of Programmatic assessment(PA)
In the Table given below various components of the PA are mentioned. Write at least 2
characteristics of each one of them with suitable examples
No. Component Characteristics
1 Learning Activity 1)Interactive: it should involve students actively to
enhance deeper learning, and make them
responsible for their won learning and teach them
to be self-directed learners. For eg. Giving them
small exercises, puzzles
2) Adaptable and suited to the needs of the
learner: Teaching activity should take into account
students preferences as well – more graphic and
visual or more analytical, theory concept based.
2 Assessment activity 1. Diverse: It should include different
methods of assessment – like PBL, Scenario
based essay questions, MCQs, OSCE, etc.
2. It should be formative – to include scope
for remedial measures – Debriefing,
feedback
3 Supporting activity 1. Inclusive: Small group teaching, additional lab
hours may be made available to the students
2. Availability and Accessibility: Libraries should
be open round the lock to provide a supportive
environment for individual needs of the
students.
4 Intermediate evaluation 1. Progress Tracking - checkpoint assessments
can provide insights into whether students are
meeting learning objectives
2. Adjustability: Based on the outcomes of these
evaluations, course adjustments can be made
to address learning gaps – like revising the
syllabus, altering teaching methods
5 Final evaluation 1. Comprehensive: to cover all aspects of the
course content, ensuring that students have a
thorough understanding of the material
2. Standardized: To ensure fairness and
objectivity, the final evaluations should follow
standardized criteria that are transparent and
well-communicated to students ahead of time
– eg. rubrics
