Impact of Outcome-Based Assessment on Student Learning and Faculty Instructional Practices

Abstract

Increased accountability has been a catalyst for the reformation of curriculum and assessment practices in postsecondary schools throughout North America, including veterinary schools. There is a call for a shift in assessment practices in clinical rotations, from a focus on content to a focus on assessing student performance. Learning is subsequently articulated in terms of observable outcomes and indicators that describe what the learner can do after engaging in a learning experience. The purpose of this study was to examine the ways in which a competency-based program in an early phase of implementation impacted student learning and faculty instructional practices. Findings revealed that negative student perceptions of the assessment instrument's reliability had a detrimental effect on the face validity of the instrument and, subsequently, on students' engagement with competency-based assessment and promotion of student-centered learning. While the examination of faculty practices echoed findings from other studies that cited the need for faculty development to improve rater reliability and for a better data management system, our study found that faculty members' instructional practices improved through the alignment of instruction and curriculum. This snap-shot of the early stages of implementing a competency-based program has been instrumental in refining and advancing the program.