Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment

Abstract Assessment is a key learning tool to drive deep and sustained learning and develop lifelong learning skills. Individually, continuous assessments and adaptive assessments have demonstrated potential to positively impact learning. An opportunity to combine continuous and adaptive assessment to enhance learning potential within a physiotherapy program has been identified. Continuous adaptive assessment (CAA) is a learning orientated approach to assessment scaffolded to students’ current level of achievement, increasing in difficulty as standards are attained and allowing multiple attempts over a specified time with integrated actionable feedback. We used a mixed methods approach to evaluate student perceptions of feasibility, acceptability and appropriateness of CAA within an academic physiotherapy unit. Data on student perceptions were collected via survey and semi-structured interviews; performance and engagement data were downloaded from the learning management system. CAA was perceived by students to be feasible, acceptable and appropriate. Most students (83%) perceived CAA to be beneficial for learning, identifying multiple attempts, integrated feedback and regular engagement with unit content to be the primary contributors to this benefit; 70% of students perceived CAA to positively impact their learning more than a traditional quiz. Students’ perceptions of workload, pressure and scaffolding were more divided.