Edinburgh Napier University

  Introduction:
Within higher education it is widely accepted that course design and delivery should include both formative assessment and feedback, as well as the traditional summative assessment 1. The Higher Education Authority (HEA, 2020)2 essential framework for enhancing student success, specifies six clearly defined tenets for transforming assessment to offer more authentic, inclusive, and meaningful evaluation and feedback.

Aims/objectives:
To redesign the delivery of two modules within the MSc advanced clinical practice (named speciality) programme to a: map with HEA (2022) recommendations for transforming assessment b: continue to offer content aligned with Scottish Government (2017) Transforming Roles c: to enhance the student learning experience d: increase both student and stakeholder satisfaction.
Details of project:
Student and stakeholder feedback was obtained through a variety of formats and in combination with the HEA and SG recommendations was utilised to implement considerable changes to delivery, including amalgamation of modules and feedback and assessment approaches of two core modules within the ACP programme. Focus group with previous students as well as staff and stakeholder meetings were held following the redesign and prior to the launch of the changes. Following the implementation of the changes and both mid and end point of the educational delivery feedback was once again obtained, this time from current students, stakeholders, and staff.
Results/outcomes:
Delivery is currently in the second iteration with ongoing positive feedback from staff, students, and stakeholders demonstrating that the aims of the project were met.
Conclusions/impact:
Student and stakeholder satisfaction have both increased and following the first iteration of the module applicants for the next intake increased by fivefold. External examination feedback has been positive, and the programme lead has been contacted by other HEIs to support similar changes to delivery. In addition to this, staff have reduced their workload as an unexpected but positive outcome.

References
1: Morris, R., Perry, T. and Wardle, L. (2021), Formative assessment and feedback for learning in higher education: A systematic review. Rev Education, 9: e3292. https://doi.org/10.1002/rev3.3292
2: Higher Education Authority. (2020). Essential frameworks for enhancing student success: Transforming Assessment in Higher Education. Retrieved: Essential Frameworks For Enhancing Student Success: Transforming Assessment | Advance HE (advance-he.ac.uk)
3: The Scottish Government (2017) Transforming nursing, midwifery and health professions roles: advanced nursing practice. Chief Nursing Officer Directorate. http://www.gov.scot/Publications/2017/12/3061/1.