Formative vs Summative It is continues assessmentAt the end of
a course/ program Feedback is an essential partUsually NO feedback
session Usually NO gradsMarks OR grades are essential There is no
pass-fail decisionThere should be a pass-fail decision
Slide 7
Assessment V/S Evaluation
Slide 8
Evaluation: is more focused on making a judgment or
determination concerning the quality of a performance, work product
or use of skills against a set of standards. Assessment is more
focused on measuring a performance, work product, or skill in order
to offer feedback to document strengths and growth and to provide
directives for improving future performance. Assessments are
nonjudgmental and are designed and intended to be helpful to
produce improvement.
Slide 9
Miller GE. The assessment of clinical
skills/competence/performance. Academic Medicine (Supplement) 1990;
65: S63-S7. Knows Shows how Knows how Does Cognition/ Knowledge
Skills & Behaviour Assessment
Slide 10
Miller GE. The assessment of clinical
skills/competence/performance. Academic Medicine (Supplement) 1990;
65: S63-S7. Knows Shows how Knows how Does Knowledge Competence
Performance Action Assessment
Slide 11
One method cant do it all One measure is no measure We need a
mixture of methods to cover the entire pyramid We can choose
different assessment tools
Slide 12
Criteria for different assessment methods 1.Validity:
2.Reliability 3.Educational impact 4.Cost effectiveness
5.Acceptability/ Practicability
Slide 13
Criteria / Requirements 1.Validity:Does it measure what it is
supposed to measure? 2.Reliability:Does it produce consistent
results? 3.Practicability:Is it practical in term of times &
resources.
Slide 14
Educational Impact Assessment may have facilitative or
adversive effect on learning Emphasizes the important learning
outcomes Provide feedback about the success of study methods
Slide 15
What Should Be Tested ? Important topics are weighted heavily
The sample of items reflect the instructional goals and the
process.
Slide 16
Assessment
Slide 17
Written Exam
Slide 18
Written Written tests can assess knowledge acquisition and
reasoning ability, They cannot so easily measure skills
Slide 19
all students from (all classes) are submitted to the same test
Progress test
Slide 20
End of course assessment Multiple Choice Open ended questions
Combination MCQ/OEQ Modified Essay Questions Computer assessment
Assignments Construct a patient information folder Design a Poster
Integration essay Prepare a forum discussion Write a research
proposal
Computerized Case-based Testing Computer is used to increase
effectiveness in: Cost Test administration Scoring Authenticity
(e.g. by multimedia) Written, practical, clinical,.
Slide 24
Slide 25
Long case" and Short case" The basic requirements for
reliability and validity have not always been achieved in
traditional long & short cases
Slide 26
Observing candidates' interaction with patients
Slide 27
OSCE Objective structured clinical examination
Slide 28
Slide 29
Observing Candidates' Interaction with Patients
Slide 30
Slide 31
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Slide 33
Oral
Slide 34
Slide 35
Work Place-Based Assessment The oral examination is
traditionally an unstructured face to face session with the
examiners Direct observation: Clinical work sampling measures:
Mini-CEX, Mini-Clinical Evaluation Exercise DOPS, Directly Observed
Procedural Skills Directly ObservedDirectly Observed P-MEX, The
Professionalism Mini-Evaluation Exercise Global performance
measures Multi-Source Feedback (MSF or 360) Aggregation and
reflection measures Logbook Portfolio
Slide 36
observable behaviour behaviouroutside valuesnormsinsideattitude
professional behaviour= Assessment of professional behavior
Slide 37
PEER EVALUATION The oral examination is traditionally an
unstructured face to face session with the examiners Peer
Assessment & Self Assessment
Slide 38
Regular feedback of performance For all the students Helping
students to grow as a professional Starting from the beginning of
the studies Assessment of professional behavior
Slide 39
Professional behaviour consists of three aspects Dealing with
workDealing with othersDealing with oneself Assessment of
professional behavior
Slide 40
Student gathers evidence about aspects of his competence of his
competence Criteria to meet the different aspects of competence are
described by faculty results of assessment (longtudinal or
tailored) reports, video projects peer assessment staff assessment
articles, presenting papers Student reflects on the different
aspects of competence (written statements) Portfolio
Slide 41
Student proves his competence On several aspects described by
faculty Role as expert results of assessment reports projects peer
assessment staff assessment Student reflects on the different
aspects of competence (written statements) Student discusses his
competence and reflection on it with the mentor Mentor = coach
Portfolio assessment
Slide 42
Slide 43
1. Contineous Assessment 40% Assignment 2. End of the Course
Assessment TOTAL a. MCQ- 10 20% b. Written Short Answer Questions
40% 100%
Slide 44
Conclusion
Slide 45
The oral examination is traditionally an unstructured face to
face session with the examiners Comprehensive Assessment Different
methods to be applied Standardized / structured Not to depend only
on few methods
Slide 46
Knows Shows how Knows how Does Knows Knows how MCQ, SAQ, Short
essy, MEQs.Simple recall questions
Slide 47
Knows Shows how Knows how Does Knows howShows how Simulations
requiring behavioural performance OSCE, OSPE, Simulated
Clinics,
Slide 48
Knows Shows how Knows how Does Shows how Does Assessing
performance Work-based assessment: Clinical work-sampling,
Mini-CEX, Portfolio, practice visits, case orals.
Slide 49
Knows Shows how Knows how Does Self-, peer, co-assessment,
portfolio, multisource feedback, learning process evaluations