From Grades to Clinical Reasoning: Rethinking Assessment

Many assessments tell us who studied, not who can think clinically. This session helps health sciences faculty identify why common assessment practices fall short and how small, practical changes can better reveal student reasoning, judgment, and readiness for practice. Through real examples and a hands-on activity, participants will learn how to make assessments work as diagnostic tools for learning rather than just grading instruments.

By the end of the session, attendees will be able to:

• Recognize assessment practices that measure memorization rather than clinical reasoning.
• Identify assessment features that reflect real-world clinical decision-making.
• Evaluate whether one existing assessment aligns with intended learning outcomes.