Professor Margaret Bearman (Deakin University)
Professor Elizabeth Molloy (Department of Medical Education)
How can assessment for learning meaningfully contribute to programmatic assessment?
Abstract / overview of project
This thesis explored supervisors’ and trainees’ difficulties in implementing ‘assessment for learning’. Supervisors found balancing coaching and judging roles challenging and used informal ‘shadow systems’ for decision-making rather than portfolios. Trainee use of assessments for learning was predicated on their trust in supervisors, which depended upon how benevolently supervisors exerted power in the relationship.