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Abstract

This article describes and discusses a case of deliberative responsive stakeholder evaluation that was employed as a strategy to support the development of an undergraduate medical programme at a Swedish university. It focuses on received information and reflection about the process of evaluation as a dialogue for learning. By highlighting the complexity of educational work and the expectations on the medical profession, the dialogue supported a holistic and qualification-focused change process. The dialogue contributed to the creation of a qualified and nuanced development process and illuminated an evaluation process that is more associated with learning than quality enhancement. The article begins by presenting the case studied and the theories that underpin the article. It then describes the results of the study, before finally placing the results in the context of higher education development in Sweden and raising issues relating to the present method and objectives of quality assessment in higher education.

Cet article décrit et discute un cas d’évaluation délibérative centrée sur les attentes des porteurs d’enjeux qui a été utilisée comme une stratégie pour soutenir le dévelop pement d’un programme médical au niveau du premier cycle dans une université suédoise. Il est centré sur l’information reçue et la réfl exion sur le processus d’évaluation en tant que dialogue tourné vers l’apprentissage. En soulignant la complexité du travail éducatif et les attentes vis à vis de la profession médicale, le dialogue a impulsé un processus de changement holistique et centré sur la qualifi cation. Le dialogue a contribué à la création d’un processus de développement qualifi é et nuancé, et éclairé une évaluation davantage lié à l’apprentissage qu’à l’amélioration de la qualité. L’article commence par la présentation des cas étudiés et des théories qui le sous-tendent. Il décrit alors les résultats de l’étude, avant de placer fi nalement les résultats dans le contexte du développement de l’enseignement supérieur en Suède et de soulever des questions relatives aux méthodes et objectifs actuels de l’évaluation de la qualité dans l’enseignement supérieur.

Keywords

curriculum development higher education learner-focused evaluation participation quality assessment

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A Learner-Focused Evaluation Strategy

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