MPAS Student Assessment Policy

The purpose of the Master of Physician Assistant Studies (MPAS) Student Assessment Policy is to establish standardized, equitable, and competency-driven assessment practices within the MPAS program at the University of Saskatchewan. The policy outlines the regulations and procedures governing the administration, scheduling, deferral, and supplemental examination processes for the MPAS program. This policy aligns with the EQual™ Health Education Accreditation Program standards, the University of Saskatchewan’s Academic Policies, and the College of Graduate and Postdoctoral Studies (CGPS), ensuring graduates meet the Canadian Association of Physician Assistants (CAPA) National Competency Framework and are prepared for safe, effective entry-to-practice.

This policy has been developed by the Academic Affairs Committee (AAC), informed by the recommendations of the Curriculum Development Task Force (CDTF). The Learner Progression Committee (Year 1) and the Competency Committee (Year 2) are subcommittees of the Academic Affairs Committee and are responsible for designing, implementing, and evaluating assessment strategies to measure student competencies and progress within the MPAS program. All assessments are conducted through a competency-based framework, ensuring that student performance is evaluated against defined professional competencies essential for physician assistant practice.

• Alignment with Accreditation Standards: Assessments adhere to the (Allied) Health Education Program Standard(CAN/HS040001:2020). Competency-based objectives are mapped to CAPA competencies and provincial requirements.
• Alignment with Learning Objectives: Assessments will be aligned with the published student learning objectives and course activities.
• Alignment with Course Promotion: This policy supports and complements the MPAS Academic Expectations, Advancement and Promotions Policy.
• Integrity and Accountability: Processes will be conducted ethically, in alignment with the University of Saskatchewan’s Mission, Vision, and Values.
• Formative and Summative Assessments:
  • Formative: Embedded assessments (e.g., SOAP notes, clinical checklists, CBLs, self-assessment quizzes) with feedback within 3 days.
  • Summative: Higher stakes evaluations (e.g., OSCEs, ITARs) with results delivered within 10 business days.
• Diversity & Validity:
  • A multi-method approach (e.g., written exams, simulations, ePortfolios) will be used, aligning assessment tasks with defined learning outcomes. Content validity is achieved through blueprinting, where assessments systematically cover key competencies. Construct validity is strengthened by combining different assessment formats, each capturing distinct aspects of clinical competence (e.g., knowledge, skills, professionalism). Additionally, standardized scoring rubrics and triangulation of assessment data will be used to enhance validity, ensuring that evaluations are meaningful, fair, and reflective of real-world practice.
• Transparency & Equity: Clear grading rubrics will be, with a 60% pass threshold reflecting minimum competence in alignment with CGPS policies.
• Remediation and Support: Structured remediation pathways are available for learners scoring below 60% and are detailed in the Learner Progression Procedure. A tiered early intervention system proactively identifies learners needing academic support through three pathways: (1) automated flagging of borderline performance, (2) self-referral, and (3) tutor-initiated referral.
• Continuous Improvement: Assessment data will be reviewed semi-annually by the Academic Affairs Committee with input from the Learner Progression and Competency Committees to address gaps (per EQual Stage 6).
• Standardization: Assessment procedures will be standardized across courses where possible to ensure consistency and fairness.
• Feedback: Students will receive timely, actionable, and constructive feedback to support their learning and development.

• Academic Support Plan (ASP): An informal intervention led by a preceptor, designed to address specific learning concerns proactively before formal remediation is required.
• Assessment: the methods used to measure and document the competency, learning progress and skill acquisition of Residents throughout residency training. Assessments may be 
  • Formative Assessment: Provides specific qualitative feedback to the learner on their progress towards achievement of objectives
  • Summative: Higher stake assessment which measures students’ achievement of objectives after a period of instruction, contributing to course progression or program completion.
• Course/Module/Rotation Objective Assessment Map: A document detailing how each of the learning objectives comprising the unit of instruction (i.e. course, module, rotation) will be assessed. It usually takes the form of a table aligning the objectives with assessment items and reflects the relative weighting of the individual objectives within the unit.
• Deferred Exam: An exam rescheduled due to valid absence (e.g., illness, emergency).
• EPA Evaluations: Entrustable Professional Activity evaluations
• Examination Blueprint: A structured document developed for each major assessment that aligns assessment content with the learning objectivesand competencies outlined in the Master of Physician Assistant Studies (MPAS) program. It includes attention to the adequacy of sampling from the course objectives, representation as guided by the relative importance, and ensures assessments are valid, comprehensive, and reflective of the Canadian Association of Physician Assistants (CAPA) National Competency Framework and EQual™ accreditation standards.
• ITAR: In-Training Assessment Report for clinical rotations.
• MCQ: Multiple Choice Question
• OSCE: Objective Structured/Standardized Clinical Examination
• Probationis a formal modification of MPAS learner training to address specific identified weaknesses and where the extent of those weaknesses is such that the student’s ability to continue training is, or is likely to be, significantly compromised. Probation is typically preceded by remediation.
• Remediation: Structured intervention for deficiencies (triggered by course failure or borderline performance).
• Rubric: A set of criteria against which a performance is judged, with details outlining what would be required to achieve the various grade levels. This is a way of formalizing and making a subjective assessment more objective and reliable across different assessors.
• SAQ: Short Answer Question
• Standard setting procedure: A procedure that is used to determine a defensible cut score for an examination. Various methodologies can be employed to establish a score representing the minimally acceptable performance of a student in achieving the objectives from which the examination samples.
• Supplemental Exam: An additional opportunity granted after being unsuccessful on a summative assessment.
• Syllabus Assessment Plan: A document outlining an overall plan of how learning within a unit of instruction (course/module/rotation) will be assessed. It will include methods, timing and weighting of the various assessments.

This policy applies to all students in the MPAS program at the University of Saskatchewan and governs administration of summative assessments. This includes multiple-choice and short-answer exams, Objective Structured Clinical Examinations, In-Training Assessment Reports, Entrustable Professional Activity evaluations, practical skills checklists, oral presentations, and Capstone project assessments. Related policies include:

• University of Saskatchewan Academic Courses Policy on Class Delivery, Examinations & Assessment of Student Learning.
• MPAS Student Handbook
• Learner Progression Procedure (in development)
• MPAS Grading Policy

Component	Requirements	EQual Alignment
Didactic Courses	Blueprinted exams (aligned to CAPA competencies/course objectives) MCQs, TBLs, CBLs, written assignments Capstone project (e.g., research proposal, critical appraisal) 60% pass mark	Criterion 1.1.4 (Evaluation)
Research Course	Critical appraisal presentations & discussions Quizzes (study design, stats, data visualization) Research tasks: Proposal drafts, REB submission, defense Evaluation of research output (e.g., PA research in Canada)	Criterion 1.1.4 (Evaluation)
Clinical Rotations	ITARs EPAs (tracked per national standards, overseen by Competency Committee)	Criterion 1.1.6 (Competency)
Remediation	Mandatory for summative assessment failures (<60%) 4-week remediation plan with LPC oversight Re-assessment via OSCEs, MCQs, or supplemental projects	Criterion 1.1.5 (Improvement)

• Annual Report: Submitted biannually, documenting pass/fail rates, remediation outcomes, and stakeholder feedback.
• Modifications: Notify EQual of curriculum/assessment changes (per Stage 6).

• Cut scores determined via modified Angoff method for multiple choice examinations. The OSCE’s are rubrics standardized for performance-based assessments.

• Examinations are scheduled internally; dates posted in One45.
• Final exams must occur during the designated period unless approved by the Academic Director or Designate.
• Exams may be scheduled during evenings or weekends in extenuating circumstances, such as space or scheduling limitations for OSCEs. Every effort will be made to communicate these changes to students as early as possible.
• Course outlines will include all key exam dates, formats, and grading weight.
• Changes to assessments require timely student notification.
• The MPAS program office, in collaboration with Course Chairs, are responsible for confirming room bookings and equipment requirements in advance.

• Course chairs are responsible for all aspects of exam administration.
• Course chairs submit draft exams mapped to objectives/blueprints.
• Exams are to be finalized 2 weeks prior to administration.
• Standardized rubrics will be used for practical assessments and OSCEs.
• Exam invigilation will follow USask Academic Courses Policy on Class Delivery, Examinations, and Assessments of Student Learning, Section 7.4 - Conduct and Invigilation of Examinations.
• Post-exam reviews include supervised item analysis and student feedback, however exam materials will not be distributed.
• Summative grades will be provided to students within 10 business days of the Examination.

• Learner progress is assessed via competency-based rubrics.
• The pass mark on summative written assessments is 60%, for internal use. An indication of student areas of strengths, challenges, and feedback to support learning should be provided.
• No single assessment (excluding final exams) may count for more than 50% of the final grade without approval from the Academic Director.
• Final exams may not account for 100% of the final grade except in exceptional cases.
• Any changes to assessment weighting, once the course outline is published, must be approved by the Academic Director and communicated promptly to students.
• All grades must be submitted within 5 business days of the final exam.

Refer to the MPAS Grading Policy for a standardized, equitable system of assigning grades to learners within a competency-based assessment framework.

• Final learner progress is reported in accordance with USask regulations.
• All final progress reporting is approved by the MPAS Academic Director prior to submission to the Office of the Registrar. Final progress reporting is then posted on the PAWS website where each student can access their progress reporting in a confidential manner.
• Final progress reporting is typically available within ten business days following completion of all course requirements.

Deferred Examination

A deferred examination refers to a summative assessment rescheduled due to unexpected illness, compassionate grounds, or other valid reasons.

Process:

• Students must notify the Course Chairs and Academic Director (or Designate) as soon as possible regarding the request for deferred examination.
• A Leave of Absence Form must be submitted within three (3) business days.
• Deferred examination timing and location will be coordinated with the Course Chairs.

 Planned Absences:

• Requests for deferral due to planned absences must be submitted at least 5 business days in advance and will be reviewed case-by-case.

 

Supplemental Assessment

In circumstances, a student may request a supplemental examination for a course in which a passing grade was not obtained. Supplemental examinations are not automatically granted. Students must submit a written request to the Academic Affairs Committee, which will evaluate eligibility based on academic standing and institutional policy. Approved requests may result in a supplemental exam, remediation followed by a supplemental, or denial. If granted, the exam may occur within 5–7 business days or after a remediation period. The course/module director will determine the supplemental assessment format—which may replicate the original assessment or address specific performance gaps—and whether it is cumulative or non-cumulative, potentially overriding part or all of the course/module mark in alignment with the USask Assessment of Student Learning policy.

Supplemental exams triggers also include:

• A required supplemental if a course is passed but a mandatory component is failed.
• A failed supplemental counting as two instances of unsatisfactory academic performance.

This policy ensures a structured, equitable approach to reassessment while maintaining academic standards.

Remediation, Probation and Dismissal

Triggers:

• Not meeting the summative assessment pass threshold for assessment
• Concerning trends or performance on progress tracker assessments over time

Intervention & Remediation Process

To support students facing academic difficulties, structured steps are in place to support Learner Progression:

• Informal Intervention - Academic Support Plan: A 4-week preceptor-led coaching period to address concerns. The learner’s progress is monitored through One45 checklists filled in by the preceptor reflecting on the learner’s performance about meeting the desired competence.
• Formal Remediation: If the performance gap persists, a 4-week contract with defined milestones is established, reviewed by the Learner Progression Subcommittee/Academic Affairs Committee.

The Learner Progression Procedure (in development) outlines the Intervention and Remediation process in further detail.

Probation: Failure to meet remediation requirements results in automatic probation.

Grounds for Academic Dismissal (CGPS Policy)

The College of Graduate and Postdoctoral Studies (CGPS) may dismiss students for:

• Unsatisfactory academic progress: 3 course failures OR failure to fulfill probationary conditions.
• Persistently low academic standing: Cumulative average below program minimums.
• Plagiarism or Cheating: Academic misconduct, including exam cheating, falsifying records, or plagiarism in assignments/research.

All students are expected to uphold the University of Saskatchewan’s standards for academic integrity. Academic misconduct during examinations and/or assessments, including but not limited to plagiarism, cheating, unauthorized materials or impersonation, is a serious offense and will be addressed in accordance with University policy.

Suspected academic misconduct will be reported to the Academic Director and reviewed in accordance with the University of Saskatchewan’s Student Academic Misconduct Procedures and the MPAS Professional Behaviours and Expectations Policy.

Students are responsible for familiarizing themselves with the following policies and procedures:

University of Saskatchewan Academic Honesty Policy

University of Saskatchewan Student Academic Misconduct Regulations

Students are encouraged to resolve assessment-related concerns directly with Course Chairs. If unresolved, or if the student wishes to pursue an appeal of a Dismissal, the student is recommended to initially pursue Internal Resolution, followed by a Formal Appeal.

• Internal Resolution: Consult initially with the MPAS Academic Affairs committee or the MPAS Academic Director.
• Formal Appeal: If unresolved, students may appeal through the CGPS process. Refer to the CGPS policy and procedures regarding Appeals in Academic Matters.  

The appeals process timeline is outlined below. For further details, see CGPS appeals process.

Stage	Action	Decision Maker	Deadline
Internal Resolution	Informal Consultation	Course Chair/Academic Director	14 days
Graduate Academic Affairs Committee (GAAC) Appeal	Written submission to CGPS Associate Dean (see CGPS Policy)	Graduate Academic Affairs Committee	30 days
University Student Appeals Committee (USAC) Appeal	Final appeal to University	University Student Appeals Committee	30 days from GAAC decision

• Learner Progression and Competency Subcommittees: Comprises course chairs and the assessment director. These subcommittees oversee assessment validity and equity, ensuring that assessment policies are upheld to promote fairness and transparency for all learners.
• Faculty receive development support for assessment design.

• Academic and Assessment Directors: Ensure alignment with accreditation standards and CGPS policies.
• Academic Director or Designate: Reviews and approves exam scheduling exceptions and deferred requests.
• Course Chairs: Develop and administer exams, communicate expectations, and ensure timely feedback.
• Students: Self-monitor progress via ePortfolio and seek support as needed (self-referral – see Learner Progression Procedure (in development)). Students are expected to adhere to exam schedules and promptly notify faculty of valid absences.
• Subcommittees: Oversee assessment validity, learner progression and remediation processes, ensuring assessment policies are upheld to support fairness and transparency for all learners. Oversees adherence to exam regulations and considers deferred or supplemental requests as required.

Concerns regarding adherence to this policy should be directed to the Academic Director, MPAS Program.

Program Manager, Master of Physician Assistant Studies (MPAS) Program
Phone: 306-966-4252