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Progress Testing – Some Principles

Progress Testing – Some Principles. Emyr Wyn Benbow University of Manchester. So does assessment drive learning?. you bet! assessment driving the curriculum? not the same thing at all but a major danger “a primary function of testing is to communicate what you view as important”

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Progress Testing – Some Principles

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  1. Progress Testing – Some Principles Emyr Wyn Benbow University of Manchester

  2. So does assessment drive learning? • you bet! • assessment driving the curriculum? • not the same thing at all • but a major danger • “a primary function of testing is to communicate what you view as important” Case and Swanson (2001)

  3. So does assessment drive appropriate learning? • not on your life! • bad assessment drives awful learning • can we change that? • yes, but it’s tough, tough, tough

  4. So what’s progress testing? - don’t we do that already?

  5. So what’s progress testing? - don’t we do that already? • no, we don’t, at least not all of us • isn’t it the same as continuous assessment? • no, it isn’t

  6. So what’s progress testing? - longitudinal (or vertical) testing of knowledge acquisition • assessing the acquisition and retention of knowledge over time • frequent testing overcomes “learn and forget”

  7. So what’s progress testing? - test the entire curriculum, not just bits of it • formative and summative • typically norm-referenced, but it doesn’t have to be

  8. Maastricht progress testing • 200 mc-questions (incl question mark option) • 17 Categories (ICD) • 19 Disciplines • Correct minus incorrect scoring • Norm referenced standards per yeargroup • 4 times/year at fixed points (September, December, March, May) • All medical students simultaneously (year 1-6) Ilske Timmermans, Maastricht

  9. Maastricht progress testing Ilske, Maastricht

  10. Maastricht progress testing Ilske, Maastricht

  11. Testing progress - are the learners learning enough? - are they retaining enough? • are they learning fast enough? • are they learning as much as those in other schools?

  12. Testing progress • true/false • MCQs or EMQs • some have used SAQs • tests of knowledge, not competences • test early, test often • test the intended curriculum outcomes

  13. Testing frequency • four times a year • Maastricht, Peninsula • three times a year • McMaster • twice a year • Manchester

  14. Hierarchy of Skills: Miller’s Pyramid Workplace Based Assessment Portfolios DOES SHOWS HOW OSCE Extended matching / CRQ KNOWS HOW KNOWS MCQs true/false

  15. Things to think about • standard setting • norm referencing v. criterion referencing • negative marking or not • cumulative outcomes • grades or scores • resources, resources, resources

  16. The End - but this is just the end of the beginning!

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