What Next for End-Point Assessments?

Autor/inn/en	Baker, Denise; Robertshaw, David
Titel	What Next for End-Point Assessments?
Quelle	In: Higher Education, Skills and Work-based Learning, 12 (2022) 1, S.78-91 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Denise) ORCID (Robertshaw, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-03-2021-0063
Schlagwörter	Apprenticeships; Summative Evaluation; COVID-19; Pandemics; Nursing Education; Foreign Countries; Vocational Education; Educational Trends; Futures (of Society); Higher Education; Allied Health Occupations Education; United Kingdom (England); Europe + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Pflegepädagogik; Ausland; Ausbildung; Berufsbildung; Bildungsentwicklung; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Europa
Abstract	Purpose: This paper reflects on changes to end-point assessment (EPA) brought about as a result of the COVID-19 pandemic and considers how proposed future change will impact on training providers and employers of health apprentices. Design/methodology/approach: The paper provides an analysis of apprenticeship policy, the role of EPA and consideration of assessment strategies used in higher education and health professions. Implications for policy, training providers and clinical practice are proposed. Findings: These changes will bring the completion of EPA closer to education providers and allow them to take a more direct role within the process. Education providers will need to be issued with clear guidance to ensure regulatory compliance. The pedagogical value of EPA is questioned. Originality/value: Training providers and policymakers will need to review their processes and guidance appropriately. This paper provides a summary of salient points needing consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01