PdP Portfolio

Strategy and planning:

Assessment planning is aligned with learning outcomes and competency requirements of the MBBS programme. I ensure that both formative and summative assessments are carefully designed to evaluate students’ knowledge, clinical skills, communication, and professional behaviour.

Formative assessments are planned as continuous learning tools integrated within teaching sessions, while summative assessments are structured to ensure standardisation and fairness. Assessment methods are selected based on their appropriateness in measuring specific competencies, ensuring validity and reliability.

In my role as Assistant Examination Coordinator, I am also involved in the planning and coordination of examinations at the faculty level. This includes ensuring proper blueprinting of examination content, alignment with CLOs, and adherence to academic quality standards.

Implementation: 

The implementation of assessment involves a combination of formative and summative approaches. Formative assessments are conducted through case tutorials in form of interactive quizzes, seminar presentation, clinical case discussions, observed clinical consultation with real patients and immediate feedback during clinical teaching sessions. These assessments allow students to identify their learning gaps and improve continuously.

Summative assessments are carried out through structured formats such as written examinations in the End of Semester examination ; consist of one best answer (OBA) questions, as well as problem-based questions (PBQ) , clinical assessments through observed consultation examination, and practical evaluations in Objective Structured Clinical Examination (OSCE). These are designed to assess higher-order thinking, clinical reasoning, and practical competence in line with programme requirements.

I also emphasise the importance of constructive feedback as part of the assessment process. Feedback is provided after each posting in a structured manner to support students’ learning and professional development.

At the faculty level, my involvement in examination coordination ensures that assessment processes are conducted systematically, maintaining transparency, standardisation, and quality assurance. Continuous review and post-examination analysis are also undertaken to improve assessment practices and ensure alignment with intended learning outcomes.