Table 1 Alignment of Guiding Principles to the current Assessment

“All learning can be expressed as demonstrable outcomes to be achieved”

1. Ethics and Professionalism: Demonstrated as an observed behaviour

2. Theory translated into practice and directly observed as a skill

3. Critical think and clinical reasoning observed during clinical decision making in assessment and diagnosis

“All domains are described in terms of their learning outcomes and assessment criteria”

1. The assessment domains and sub-domains have detailed outcomes and assessment criteria as displayed in (Appendix 1)

“The type and number of learning outcomes and assessment criteria form the basis for assigning a number of credits and a level to a particular domain”

1. Based on the learning outcomes and criteria, appropriate weighting were attached to specific outcomes

“Learning outcomes need to be clear and unambiguous”

1. Clear explicit outcomes and criteria are detailed and stipulated in the assessment tool (Appendix 1)

“Learning outcomes set out the necessary learning, which represents the minimum requirement for a pass grade on the unit”

1. The specified standard as required according to the criteria to demonstrate clinical competence is clearly stated in the assessment after collegial agreement

“Assessment criteria should specify how a satisfactory performance of the learning outcomes would be demonstrated”

1. The identified criteria of a range between 5 to 7 depending on assistance required for achievement allows for the satisfactory achievement of a specified outcome

“Learning outcomes should contribute to the transparency of the overall qualification gained by enabling students, parents, prospective employers and other educational professionals to understand exactly what has been learned in order to achieve a passing grade”

1. The learning outcomes are made available and discussed with all stakeholders to understanding and transparency