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Understanding Assessment in Education: Definitions, Competence, and Errors

Explore the critical aspects of assessment in education, from defining competence to discussing common errors. Learn about the importance of assessing students and the role of accountability in the process.

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Understanding Assessment in Education: Definitions, Competence, and Errors

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  1. Assessment2018

  2. In your groups discuss what you understand the term assessment to mean? • How would you define it? • Why is it necessary to assess students? • What is it you are assessing? Assessment: exercise

  3. Definitions of Assessment • A generic term for a set of processes that measure the outcomes of student’s learning in terms of knowledge acquired, understanding developed and skills gained • (QAA, 2012) • Assessment is not only concerned with the measurement of student achievement but includes aspects of an individual such as: attitudes; aptitudes; personality; intelligence • (Quinn, 2008)

  4. Ensure students are competent to practice • Give feedback on progress or level of achievement • Enhance motivation to develop • Encourage lifelong learning • Support the learner • Provide satisfaction • Promote confidence and independence Why Assess?

  5. “the competence of all healthcare professionals must be assessed to protect the public, ensure quality of training and maintain credibility of the professions” (Hand H (2006) Key word: Competence Why Assess?

  6. In your groups discuss • What is competence? • How do you define it? • What does it mean in relation to students? Competence: Group Work

  7. The notion of competence carries with it notions of “lowest common denominator” characteristics • Competence is an expression of the norms of effective practice in a given profession. • It is what the profession expects of it’s members. • (Alsop & Ryan 2001) Definitions of Competence

  8. “the ability to apply knowledge, understanding and skills in performing to the standards required” (Hand 2006) Definitions cont…

  9. Aspects of Competence • Knowledge • Understanding • Performance • Attitudes and Behaviours • (Alsop & Ryan, 2001)

  10. Remember • Assessment is measuring the student against the STANDARDS (level / ability) set by the University for that placement. • You need to consider: • What are the Learning Outcomes for that placement? • What level is the student at? • Refer closely to the Report form

  11. Types of Assessment

  12. Exercise :In your groups discuss your understanding of the following terms • Formative assessment • Summative assessment • Norm referencing • Criterion referencing • Episodic assessment • Continuous assessment • Evidence • Validity • Reliability • Fairness

  13. In groups discuss: • Different methods of assessment • you use in your practice area • Discuss the processes your department has in place to ensure: • validity, reliability, fairness Methods of Assessment: Exercise

  14. Errors of Assessment

  15. The role of the assessor is a diverse one that has its own challenges and difficulties • ….we may inadvertently fall into “errors of the assessment process” • What errors might arise do you think? • Discuss Errors of Assessment

  16. Generosity or leniency • Stringency • Errors of central tendency • Halo effect • Proximity error • Obligation error Errors: consider

  17. Errors of Assessment • A common anxiety of all students is that they need to be as good as their PE by the end of the placement • (Healy & Spencer 2008) • Some PEs fall into the trap of thinking students need to know what they know, can do what they do by the end of the placement

  18. Errors of Assessment: exercise • So…. • How do you avoid Assessment errors? • Discuss

  19. Assessment, Accountability and Responsibility

  20. What do these terms mean? • Define responsibility – who are we responsible for and too? • Define accountability – who are we accountable for and too? • What does the RCOT Code of Ethics and Professional Conduct state in relation to them? Exercise:

  21. Qualified healthcare professional is “accountable” for • his/her own standards of practice • Qualified healthcare professional is “accountable” to: • Service users • Managers • Employing organisation Assessment, Accountability and Responsibility

  22. Responsibility is different – can be delegated Assessment, Accountability and Responsibility

  23. Discuss • How are assessment, accountability & responsibility linked? • What are the implications for your practice with regards to your learners? Exercise

  24. Assessment, Accountability and Responsibility • Assess student’s competence • Are they able to undertake the task? • Do they have knowledge; understanding, skills? • If not – how do they develop these if you are accountable and responsible for their actions? • Shadowing • Assisting • Doing • Evaluating • Reflecting • Assessment

  25. Hand H (2006) Assessment of Learning in Clinical practice. Nursing Standard. 21, 4 • Healey, J & Spencer M (2008) Surviving Your Placement in Health and Social care: A Student Handbook. Open University Press. London • Quality Assurance Agency http://www.qaa.ac.uk/en/Publications/Documents/understanding-assessment.pdf • Quinn F (2008) Principles & Practice of Nurse Education (4th Ed) Cheltenham. Stanley Thornes References

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