Doctorate
Doctorate Title: Assessment 'for learning' approaches in the development of work-ready paramedic graduates.
Doctorate Description: A PhD by publication which unites eight peer reviewed publications through an iterative action research methodology. The papers report on the development of innovative teaching approaches researched using quantitative and qualitative methods. Findings challenge the validity and reliability of common summative assessment approaches and check-box styled rubrics. The work also challenges the validity of novice to expert classifications within paramedicine. New theory is presented regarding paramedic student learning, as well as new definitions for interpreting work-readiness within the health professions.
Details:
Type: PhD
University: Flinders University
Primary Supervisor: Professor Janice Orrell
Category: Education
Funding:
Start Date: 2018
End Date: 2020
Status: Complete
Thesis
ThesisResearch Interests
Paramedic Education, Assessment, Learning, Fluid Physiology, Action Research.
Publications
Thompson, J. (2013). Exploring paramedic patient assessment. Journal of Paramedic Practice, 5(6), 342-347. https://doi.org/10.12968/jpar.2013.5.6.342
Thompson, J., Grantham, H., & Houston, D. (2015). Paramedic capstone education model: Building work ready graduates. Australasian Journal of Paramedicine, 12(3), 1-8. https://doi.org/10.33151/ajp.12.3.15
Thompson, J., Houston, D., & Dansie, K. (2017). Teaching students to think like a paramedic: Improving professional judgement through assessment conversations. Australasian Journal of Paramedicine, 14(4),1-5. https://doi.org/10.33151/ajp.14.4.543
Thompson, J., Houston, D., Dansie, K., Rayner, T., Pointon, T., Pope, S., Cayetano, A., Mitchell, B., & Grantham, H. (2016). Student & tutor consensus: a partnership in assessment for learning. Assessment & Evaluation in Higher Education,42(6), 942-952. https://doi.org/10.1080/02602938.2016.1211988
Thompson, J., Couzner, L. & Houston, D., (2020). Assessment partnerships from the start: Building reflective practice as a beginning paramedic student competency. Australasian Journal of Paramedicine, 17(1),1-8. https://doi.org/10.33151/ajp.17.750
Thompson, J., & Houston, D. (2020). Programmatic Assessment Condensed: Introducing Progress Testing Approaches to a Single Semester Paramedic Subject. Journal of University Teaching and Learning Practice, 17(3), 1-16.
Houston, D., & Thompson, J. (2017a). A bridge to ‘being’ a practitioner: the role of pedagogical practice-in-context knowledge in the design, delivery and experience of a capstone subject. Publications, Conference Proceedings, Research and Development in Higher education: Curriculum Transformation, 40, 175-185. Higher Education Research and Development Society of Australasia, Sydney, Australia
Houston, D., & Thompson, J. (2017b). Blending Formative and Summative Assessment in a Capstone Subject: ‘It’s not your tools, it’s how you use them’. Journal of University Teaching & Learning Practice, 14(3), 2.
