LITERATURE REVIEW REGARDING FACULTY DEVELOPMENT WORKSHOPS ON MASTERY OF THE TABLE OF SPECIFICATIONS

Abstract

Background and Objective: A fundamental assessment blueprint that ensures alignment between learning outcomes, instructional content and cognitive level of assessment is the Table of Specifications (TOS). For nursing education, teaching faculty must possess the competency to build TOS in order to design valid, reliable, and competency-based assessments. But, in many instances, especially in developing countries, formal education in assessment design is limited for nursing education faculty members, and well-structured faculty development efforts are needed. The purpose of this literature review was to evaluate the effectiveness of faculty development workshops to improve nursing faculty's understanding of the Table of Specifications and to determine the current evidence of alignment of assessments, learning outcomes, and sustainability of competency development through faculty development workshops.

Methods and Materials: A thematic literature review was undertaken with the help of recent international, national and Pakistani literature, policy documents and scholarly publications. The findings are presented under three themes: (1) workshops as effective tools in building assessment competency of faculty, (2) assessment alignment and learning outcomes in nursing education, and (3) faculty development workshops for continuing professional development for faculty members.

Results: The literature reviewed clearly showed that faculty development workshops structured in the form of such workshops have a very significant impact on the knowledge, skill, and confidence of nursing faculty in creating a Table of Specifications and competency-based assessment. Research literature reported positive measurement of assessment literacy, learning outcomes aligned to Bloom's taxonomy and better assessment practices. Evidence also suggested that short-term workshops lead to short-term learning gains, but that mentorship, interactive, and long-term faculty development programs are more effective in sustaining competencies. Further, with recent changes in regulations in Pakistan and other nations, the importance of faculty expertise in TOS development has been underlined.

Conclusion: There is some strong evidence in the literature to support the use of structured faculty development workshops to enhance the faculty members' knowledge of the Table of Specifications and to improve the quality of assessment. Continuous faculty development programs are recommended to be integrated into nursing faculty development to ensure a valid competency-based assessment process, quality of education and national accreditation. Further quasi-experimental research should be conducted to determine long-term effects of TOS workshops on faculty performance, assessment quality, and student learning outcomes.