Embedding Assessment Literacy Can Enhance Graduate Attribute Development in a Biomedical Sciences Curriculum

Area of Science:

• Biomedical Sciences Education
• Higher Education Pedagogy

Background:

• Undergraduate science programs require effective assessment strategies to develop core competencies.
• Students often lack explicit understanding of assessment purposes and standards, hindering skill development.

Purpose of the Study:

• To implement and evaluate an assessment literacy strategy for Biomedical Sciences undergraduates.
• To enhance students' understanding of assessment processes, standards, and their role in competency development.
• To investigate the impact of assessment literacy on graduate attribute development.

Main Methods:

• A structured assessment literacy intervention was integrated into a Biomedical Sciences degree.
• Students engaged with primary literature, practiced assessment, and collaboratively graded responses.
• Student performance and perceptions were evaluated through surveys and a 2-year follow-up focus group.

Main Results:

• A significant majority of students reported improved understanding of assessment standards (87.4%) and better exam preparation (86.8%).
• Students demonstrated increased confidence in evaluating data (74%), communicating reasoning (71%), and considering reader needs (79.9%).
• Qualitative analysis revealed that the strategy fostered "Research and Enquiry" (72%), "Communication" (51.16%), and "Personal and Intellectual Autonomy" (16.27%) graduate attributes.

Conclusions:

• Assessment literacy strategies can effectively enhance student understanding of academic expectations and standards.
• Explicitly teaching assessment purpose, process, and standards fosters crucial graduate attributes beyond domain-specific knowledge.
• This pedagogical approach supports academic achievement and prepares students for future professional endeavors in Biomedical Sciences.