The impact on practice of authentic assessment as part of a university postgraduate taught programme of study for nursing and healthcare professionals: a literature review
Kevin E. Bayley
Abstract
OBJECTIVE: To consider the impact on practice of authentic assessment as part of university postgraduate taught programmes of study for nursing and healthcare professionals. DESIGN: A literature review of the available published articles which include empirical research. DATA SOURCES: An online search for English language quantitative and qualitative literature in the British Education Index, CINAHL Plus and ERIC. No initial limit on publication date was set. REVIEW METHODS: Studies were sought to review the impact of authentic assessment strategies on the subsequent practice of postgraduate nursing and healthcare professional learners. Having developed the research question and search strategy, five studies were identified which in some way addressed the question. The data was then synthesised, and themes developed. RESULTS: The studies reviewed hold authentic assessment in high regard, not questioning whether this approach is legitimate, and providing varying degrees of supporting evidence. The studies all scrutinize the learner experience of undertaking a postgraduate healthcare programme of study, although they were different in terms of settings, programmes and assessment strategies, and report positive feedback from learners for authentic assessment. Emergent themes indicate that authentic assessment enhances the contextualisation of learning, provides opportunities to explore roles and supports role development. CONCLUSIONS: This review found some evidence to suggest that postgraduate learners respond positively to authentic assessment. The long-term impact in practice remains unproven, and this is where further study is recommended. An authentic assessment impact framework is proposed to evaluate strategies in a consistent and replicable manner. There is a need for university programme directors to take a leadership role in collaborating with stakeholders to ensure assessment strategies align to subsequent role performance, contextualise learning and support role development.