Collaboration in assessment quality
The aim of this project is to develop a common procedure for valid longitudinal assessment of knowledge, skills and competences within European Veterinary Schools with reference to the programme subjects defined in EU Directive on the recognition of professional qualifications (Directive 2013/55/EU) and the Day One Competences and Underpinning Knowledge and Understanding required by European Association of Veterinary Establishment (EAEVE) and approved by the Federation of Veterinarians of Europe (FVE). Progress testing relies on a large number of reliable and valid test items within all curricular subject areas, which can only be achieved as a collaborative effort. Hence, the first goal of the project is the establishment of a collaborative veterinary item databank (so-called: Veterinary item Repository) that enables formative progress testing at partner universities and other European veterinary education wanting to participate in the collaboration after the project conclusion. The founding items will be designed and quality assured by the project partners.
See also: ESEVT Standard Operational Procedures; https://www.eaeve.org/esevt/sop.html
Monitoring growth of individual students
Progress testing offers both valid longitudinal assessment of the individual students’ cognitive skills growth within the tested subjects areas. Evidence from European and North American Medical Schools show that periodic formative assessments enhance learning by providing objective evidence based cumulative feedback to students (e.g Schuwirth, L. W., & van V, D. 2012; ), and /or by reducing stress-related reduction in students learning (Chen, Y.et al, 2015)
Tackling knowledge gaps and mismatches
Progress testing offers a tool for educators to monitor potential educational gaps and mismatches within the curriculum in relation to the basic veterinary learning outcomes defined by EAEVE. The project aims at reducing skills gaps at three levels: (i) at the personal (students’) level, (ii) within the individual Veterinary Establishment and (iii) between European Veterinary Establishments. Progress testing consists of a series of longitudinal tests, e.g. one at the end of each study quarter or semester; all covering the same (i.e. all) subject areas and assessing the cognitive skills relevant for the newly graduated students. Hence, (i) it measures the knowledge progress and give feedback to the individual students about cognitive skills gaps and mismatches within the subjects covered by the test; (ii) at the institutional level, educators will have an objective tool to monitor the progress of student year cohorts, including potential skills gaps and loss of knowledge within tested subject areas as students progress through the programme and (iii) at European level, the partners and other European veterinary educations contributing to the item databank will have a common progress test system that make it possible to benchmark veterinary curricula outcomes to an “European Average Skills Level”. The latter is both relevant and feasible, as all veterinary programs within the EU must comply with the Directive 2013/55/EU, which includes teaching within 39 academic and professional subjects allocated into the six subjects areas: Basic Subjects, Basic Veterinary Sciences, Clinical Sciences, Animal production and Food Safety and Quality, Veterinary Public Health and One Health Concept. This framework is operationalized through the ENQA approved EAEVE / ESEVT Standard Operational Procedures.
Innovative practices in a digital era
Implementation of a digital computerized formative progress testing system for motivating students’ learning and knowledge progression and informing educators of the progression of curricular knowledge gaps and output. The system can be assessed transnationally, online by educators and by veterinary students at the collaborating educations and will offer automated feedback to it’s users.