The attempt was to stimulate positive provocation in learners to think and create alternative approaches to effectively deal with real-life problems. The case involved learners of the Master in Hospital Administration program who all agreed to get assessed under a higher level of Bloom’s Taxonomy like never before on their end semester project. The research problem was to qualitatively analyze the gaps in the solution approaches of students and faculty and between the existing curriculum and contemporary industry practices. Based on the extensive literature studies on the framework method for analysis in the context of multi-disciplinary healthcare management research a new matrix for gap analysis was done that yielded new results and findings related to the research problem. Our gap design method evolved as an effective pedagogical tool positioned for Bloom’s Level 4 to 6 that ascertained learner motivation for interdisciplinary exploration, peer engagements, new ideas, and co-creation. The process involved a combination of a hackathon and flipped classroom techniques involving 40 students in 9 groups. Each group was assigned a faculty mentor and a unique industry problem based on industry surveys and problem validation. The final assessment of group projects was as per a defined rubric on gap elucidation and correction. A prototype gap design and correction model called ‘assessmend’ got developed and deployed over the internet to invite further feedback and continuous improvements in the claimed novel gap design pedagogy for its wider acceptance.
Krishnendu Sarkar, NSHM Knowledge Campus, India
Stream: Assessment Theories & Methodologies
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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