Assessment Tools

1. AssessmentTools

2. وإذا حكمتم بين الناس فاحكموا بالعدل

3. Contents Overview Objectives What makes for good assessment? Assessment methods/Tools Conclusions

4. Educational Triangle Needs / Objectives/Outcomes & Contents Curriculum Strategies Assessment

5. Assessment Formative v/s Summative

6. Formative vs Summative

7. Assessment V/S Evaluation

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. • Assessmentis 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.

9. Skills & Behaviour Cognition/ Knowledge Assessment Does Shows how Knows how Knows Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S7.

10. Assessment Action Does Performance Shows how Competence Knows how Knowledge Knows Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S7.

11. One method can’t 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

12. Criteria for different assessment methods Validity: Reliability Educational impact Cost effectiveness Acceptability/ Practicability

13. Criteria / Requirements Validity: Does it measure what it is supposed to measure? Reliability: Does it produce consistent results? Practicability: Is it practical in term of times & resources.

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

15. What Should Be Tested? Important topics are weighted heavily The sample of items reflect the instructional goals and the process.

16. Assessment Theory v/s Practice

17. Written Exam

18. Written Written tests can assess knowledge acquisition and reasoning ability, They cannot so easily measure skills

19. Progress test …all students from (all classes) are submitted to the same test……

21. Clinical Short cases Long cases OSCE Simulated Clinics Video consultation

22. Clinical(cont’) 6. Slides Interpretation 7. Lab Data Interpretation 8. Portfolios SOE (simulated oral exam) Oral

23. Computerized Case-based Testing • Computer is used to increase effectiveness in: • Cost • Test administration • Scoring • Authenticity (e.g. by multimedia) • Written, practical, clinical,…….

25. “Long case" and “Short case" The basic requirementsfor reliability and validity have not always been achieved intraditional long & short cases

26. Observing candidates' interaction with patients

27. OSCEObjective structured clinical examination

29. Observing Candidates' Interaction with Patients

33. Oral

34. Oral

35. Work Place-Based Assessment • Direct observation: Clinical work sampling measures: • Mini-CEX, Mini-Clinical Evaluation Exercise • DOPS, Directly Observed Procedural Skills Directly Observed • P-MEX,  The Professionalism Mini-Evaluation Exercise • Global performance measures • Multi-Source Feedback (MSF or 360) • Aggregation and reflection measures • Logbook • Portfolio The oral examination is traditionally an unstructuredface to face session with the examiners

36. PEER EVALUATION • Peer Assessment & Self Assessment The oral examination is traditionally an unstructuredface to face session with the examiners

37. Assessment of professional behavior • Regular feedback of performance • For all the students • Helping students to grow as a professional • Starting from the beginning of the studies

38. Dealing with work Dealingwithothers Dealingwithoneself Assessment of professional behavior Professional behaviour consists of three aspects

39. Portfolio 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) Student gathers evidence about aspects of his competence

40. Mentor = coach • Role as expert • results of assessment • reports • projects • peer assessment • staff assessment Student reflects on the different aspects of competence (written statements) On several aspects described by faculty Student proves his competence Student discusses his competence and reflection on it with the mentor Portfolio assessment

41. What are the assessment toolsused in your college??

43. Conclusion

44. Conclusion • Comprehensive Assessment • Different methods to be applied • Standardized / structured • Not to depend only on few methods The oral examination is traditionally an unstructuredface to face session with the examiners

45. MCQ, SAQ, Short essy, MEQs…. Simple recall questions Knows how Knows Does Shows how Knows how Knows

46. Simulations requiring behaviouralperformance OSCE, OSPE, Simulated Clinics, Knows how Shows how Does Shows how Knows how Knows

47. Assessing performance Work-based assessment: Clinical work-sampling, Mini-CEX, Portfolio, practice visits, case orals…. Does Shows how Does Shows how Knows how Knows

48. Self-, peer, co-assessment, portfolio, multisource feedback, learning process evaluations…… Does Shows how Knows how Knows

49. THANK YOU