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Guidelines for Effective Student Assessment

Guidelines for Effective Student Assessment. Effective assessment requires feedback to students that emphasize strengths of performance and weaknesses to be corrected. Helping them develop own self-assessment skills. Definitions of Assessment.

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Guidelines for Effective Student Assessment

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  1. Guidelines for Effective Student Assessment • Effective assessment requires feedback to students that emphasize strengths of performance and weaknesses to be corrected. • Helping them develop own self-assessment skills

  2. Definitions of Assessment • Assessment is an ongoing process aimed at understanding and improving student learning • Multiple methods • Criteria and standards • Evidence • Its more than just collecting data

  3. Assessment of Performance and Competence Authentic assessment

  4. The Assessment Process Formulate statements of intended learning objectives Develop or select assessment measures. Discuss and use assessment results to improve learning. Create experiences leading to outcomes.

  5. Formative (diagnostic) Assessment • Summative Assessment • Criterion Reference • Norm Reference

  6. Qualities of a Test • Validity: is the test measures what it is intended to measure. • Reliability: To which extend of consistency the instrument measures a given variable. • Objectivity: To which extend independent and competent examiners agree on what constitutes a “good” answer for each test item. • Practicability: To which extend an instrument drains resources to construct, implement and score an exam and interpret its results; and how simple it is to use by students and teachers. • Discrimination: To which extend the test distinguishes between good and poor students

  7. Instruments in Cognitive domain Source: Bloom, B.S et al.Taxonomy of Educational Objectives, Volume 1: Cognitive Domain. New York: McGraw Hill, 1956. Evaluation MCQ Essay Oral Exam Synthesis Analysis Application Comprehension What can be assess in a Test Recall

  8. What is Authentic Assessment? • The instructor observes the student in the process of working on something real • Provides feedback • Monitors the student's use of the feedback • Adjusts instruction and evaluation

  9. What is authentic assessment?Authentic assessment does not encourage rote learning and passive test-taking. Instead, it focuses on students' analytical skills; ability to integrate what they learn; creativity ability to work collaboratively It values the learning process as much as the finished product.

  10. Professional authenticity A simple model of competence Performance or hands on assessment Does Shows how Written, Oral or Computer based assessment Knows how Knows Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S7.

  11. Performance assessment in vivo: Masked SPs, Video, Portfolio….. Does Competence assessment in vitro: OSCE, ….. Knows how (Clinical) Context based tests: MCQ, essay type, oral….. Knows Factual tests: MCQ, essay type, oral….. Shows how climbing the pyramid Does Shows how Knows how Knows

  12. Assessment Tools

  13. Observational 1- Check list 2- Rating scale 3- Anecdotal record (Tutor reports)

  14. اصول تهيه چك ليست 1- رفتار بايستي قابل ……… 2-هر مهارت رفتاري مانند اندازه گيري فشار خون بايستي به……… 3-براي هر جزء رفتاري بايد عبارتي كه…….. 4-عبارت تدوين شده بايستي رفتار يك…….. 5-در مقابل هر عبارت تدوين شده دو كلمه….. 6- نمره گذاري براي هر عبارت……...

  15. به بيمار سلام مي كند. بله خير 1 نمره • منظور خود را از مصاحبه بيان ميكند. بله خير 1 نمره • خود را معرفي مي كند. بله خير 1 نمره

  16. Rating Scale مثال: دانشجودر تعويض پانسمان زخم بيمار:روش كار را براي بيمار توضيح مي دهد.

  17. وضعيت موجود پانسمان زخم را كنترل ميكند.

  18. دستهاي خود را ميشويد.

  19. وسايل لازم را براي تعويض پانسمان تهيه ميكند. Observedمشاهده شده Not Observedمشاهده نشده كليد نمره گذاري4عالي3 خيلي خوب2 متوسط1 ضعيف 0 مردود

  20. Problems in Problems in the use ofrating scales • Guilford in 'Psychometric Methods' (1974) lists six common errors made by raters when using rating scales • Error of leniency. • Error of central tendency • Halo effect • Logical error • Contrast error • Proximity errors

  21. Advantages of Tutor reports Tutor reports are particularly useful for assessing personal attributes areas which are difficult to test by conventional methods, such as: • attitudes • generic competencies (information mastery) • professional values (for example, reliability and trustworthiness, ability to work with other members of the health-care team)

  22. Advantages of tutor reports • Well-designed tutor reports allow for assessment against an agreed standard and are useful for identifying the underperforming student and for providing feedback to students • Sustained performance is assessed rather than the snapshot obtained during an examination • one of the few assessment methods that assess performance within the working context and thus have high content validity.

  23. Disadvantages of tutor report • problems in the use of rating scales • subjectivity • low reliability • potential for adverse influence on the relationship between tutor and student

  24. Principles of Giving Feedback* • Work as an ally of the student.. • Have mutual agreement on time and place. • Solicit feedback of your own performance. • Have the student give an assessment of his or her performance (self feedback) before giving one’s opinion. • Base feedback on observed incidents and on modifiable behaviors. • Give feedback on specific behaviors, not general performance. • Give feedback on decisions and actions, not on one’s interpretations of the student’s motives. • Give feedback in small, digestible quantities. • Use language that is non-evaluative and nonjudgmental

  25. What is a portfolio? • A collection of work that demonstrates competence or achieved outcomes of the learner (student/resident/doctor) • Reflection by learner on progression on competencies/outcomes • “Burden of evidence” is returned from teacher to learner

  26. Portfolios to assess • Student course work and its documentation • Student attitudes through selection of material or inclusion in their portfolio. What students include in their portfolio highlights what they consider to be important. The portfolio contents are, therefore a statement of what the student value • student learning and progression of learning during the course. through the use of commentaries on students’ learning experiences during the course and annotations of submitted work, teacher can explore the learning that has taken place

  27. Portfolios may include: • Case reports • A checklist of practical procedures undertaken • consultations • Descriptions of learning experiences • Commentaries on books or journals • Research project reports • Published work

  28. Construction of the portfolio • Identifies how the experience relates to course objectives • Identifies what has been learned • Identifies what further learning required • Undertakes the further learning • Describes the further learning

  29. Does Does Shows how Knows how Knows how “Meta” skills Knows Knows Shows how Extending the pyramid Competence Capability

  30. Conclusions • Assessment requires careful planning and monitoring(just like curriculum design) • Assessment requires continuous evaluation and adjustment

  31. Thank You

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