COMPETENCE-BASED SUMMATIVE ASSESSMENT OF A STUDENT-DIRECTED COURSE - INVOLVEMENT OF KEY STAKEHOLDERS

The 5-week module in general practice for final-year students at the U niversity of Sheffield is based on practice attachments and student-di rected learning in small groups. This paper describes how the summativ e assessment process of the module was revised to incorporate the noti on of competence-based assessment, and how general practitioner tutors , departmental tutors and students were involved in this revision. The question 'What are students expected to know and be able to do by the end of the module?' was answered in terms of a statement of the key p urpose of the module and a list of intended learning outcomes. The que stion 'How can we find out if students have achieved these outcomes?' was addressed by developing check-lists of criteria for observed behav iours and for the written products of students' actions.