Integrating Assessment in Problem-Focused Curricula

Abstract

The value of traditional assessments, such as examinations and multiple-choice questions, has long been questioned by educationalists. The use of varied, criterion-referenced assessments for the health professions shows advantages for the learning processes of tertiary students. Little has been written in the past 15 years on the assessment strategies compatible with a problem-based learning course. The literature depends on individual academics' experiences and feedback from students. This article outlines a variety of assessment procedures which can be used within occupational therapy courses, enhancing the learning of the students and encouraging a non-competitive, peer-support process of deep learning and assessment.