Bachelor of Health Science Student Assessment Methods

Based on methods recommended by the National Center for Healthcare Leadership (NCHL), the following methods of student assessment are applied across the BHS curriculum:

  • Case review and feedback – A predetermined set of variables/criteria are used to evaluate case analysis work and provide effective feedback/recommendations for improvement.
  • Class participation – Active monitoring, feedback, and assessment focused on the frequency, consistency, and quality of student participation during face-to-face and online discussion.
  • Examinations – Any formal exam (including essay, short answer, multiple-choice questions, true/false, etc.) to evaluate student learning.
  • Experiential learning reports – A collection of evidence, prepared by the student and evaluated by the faculty, to demonstrate mastery, comprehension, application, and synthesis against a standardized assessment rubric.
  • Journals – A collection of reflective writings, either structured or free-form, about a specific topic.
  • Papers/reports – Student-generated written work that is an integral part of the learning process or is the final documentation of learning, including research papers, mid-term reports, capstone/thesis projects, and final papers.
  • Pre/post knowledge/skill testing – Any formal, comprehensive assessment of the student’s knowledge and/or skills both before and after a learning activity.
  • Project review/feedback – Utilization of a predetermined set of values/criteria to evaluate and provide effective suggestions/recommendations for improvement.
  • Reflective modeling – Any standardized technique to facilitate awareness and evaluation of one’s behavior that is used to generate plans for improvement, including self, peer, faculty, preceptor or other expert assessments.
  • Student feedback on teaching methods/instructors – Any standardized, formal or informal, feedback from students about the learning effectiveness of teaching methods and instructors of a course.
  • Strategic/consulting projects – Students actively engage in completing an actual consulting project for a healthcare organization or alternatively, students complete a project assignment that simulates a realistic/strategic project for a healthcare organization.
  • Team effectiveness assessment – Criterion-based observational feedback of student behavior on work products and team projects.