This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..

5. *
*Goal of Education is to bring desirable
change of
Knowledge,
Skills,
Attitudes
In the learner

9. *

11. Education is a cyclical process

12. *

16. Prof. Dr. V. Sathyanarayanan MBBS., MD.,( F.I.M.E )
SRM MCH & RC, SRM University, Kattankulathur,
INDIA
*PRINCIPLES OF
STUDENT ASSESSMENT

17. *
*What is assessment?
*Why is it required ?
*Types of assessment
*Characteristics of assessment
*Assessment tools
*Steps in assessment
*Limitations of assessment
*Summary

18. *
*AT THE END OF THIS SESSION, PARTICIPANTS BE ABLE TO
1. Name the types of assessment
2. Compare formative and summative assessment
3. Explain the characteristics of an assessment tool
4. Identify the steps in student assessment
5. Choose an appropriate assessment tool
6. Express enthusiasm to apply the principles of student
assessment in everyday practice

21. *

22. *
*The process of determining
whether
predetermined educational objectives
have been achieved…

28. We should assess what we teach
and teach what we assess.

30. *

34. *
*Assessment and evaluation are often used
interchangeably
*However for our purposes…
*Assessment describes the measurement of
learner outcomes
*Evaluation describes the measurement of
course/program outcomes

36. *

37. *

38. *Done at the classroom level
*Done for planning Teaching-
Learning
*For student development
*To provide feedback for students
and teachers
*Can help to modify T-L methods
*Before final test of competence
* Done at a wider level (school,
college, university , national )
* Done scoring/grading or pass/fail
decision
* Used to find out the competence
before certification
*

39. Crucial Distinction
Assessment OF Learning (Summative):
How much have students learned as of
at a particular point in time?
Assessment FOR Learning (Formative):
How can we use assessment to help students
learn more?

40. *“When the cook tastes the soup, that’s
formative assessment

41. *when the customer tastes the soup, that’s
summative assessment.”
(Brookhart, 1999)

43. *
*Student’s performance is related to
that of his peers
*Used if only a fixed number of places
are available
*Eg entry to PG course

44. *
*Performance is related to
certain pre-determined criteria
*Standard setting

46. *
*Why do we assess?
*What should we assess?
*When should we assess?
*How should we assess?

48. *

52. Assessment
Feedback
Learning
Linking Learning, Assessment, and Feedback

53. Evolution of Medical Students
Website by NUS students:
http://medicus.tk
“Assessment drives learning in the direction you wish.”

58. *
*“Drives learning”
*Provides baseline data
*Provides summative and formative feedback
*Allows to measure individual progress.
*Encourages “student” reflection
*Assures public that providers are competent
*Licensure/credentialing requirements

59. *
*Students
*Teachers
*Department, Faculty; University;
Administrators
*Public; Governmental Agencies
*Stakeholders’ interest in assessment is not
necessarily aligned.

60. *
*Students
*Teacher
*Faculty, University
*Public, Government

63. *

64. Effective
Education
Knowledge
AttitudeSkills
What Should We Assess?

66. *

67. *
*Measures what the student can do

69. *
*Measures what the student
actually DOES
*Applicable to only real life
situations
*Authentic assessment

71. *
Miller GE. The assessment of clinical
skills/competence/performance. Academic Medicine
(Supplement) 1990; 65: S63-S7.
Knows
Shows how
Knows how
Does
Professionalauthenticity
Cognition
Performance

72. *

73. *Assessment of ‘Knows’
and ‘Knows How’

74. *Assessment of ‘Knows’
and ‘Knows How’:
1.Long Essay Questions (LEQ)
2.Short Answer Questions (SAQ)
3.Multiple Choice Questions (MCQ)
4.Extended Matching Items (EMI)
5.Oral Examination/Viva

75. *Assessment of
‘Shows How’:

76. *Assessment of
‘Shows How’:
1.Long Case
2.Short Case
3.Objective Structured
Clinical Examination
(OSCE)
4.Objective Structured
Practical Examination
(OSPE)

77. *Assessment of
‘Does’
1.Mini Clinical Evaluation Exercise (Mini-
CEX)
2.Direct Observation of Procedural Skills
(DOPS)
3.360-Degree Evaluation
4.Logbook
5.Portfolio

81. *

82. Continuum of Performance
*‘Learning Curve’

83. A examination that attempts to test students’
mastery at a given point of time is less preferable
than one that tests the mastery over a span of time.

85. *

86. *

87. *
*VALIDITY
*RELIABILITY
*RELEVANCE
*OBJECTIVITY
*FEASIBILITY

88. *Validity
*Validity: Ability of the assessment
instrument to test what it is
supposed to test.

89. *
*The most important characteristic of an assessment
tool
*Ask “ what is the learning outcome to be
measured?”
*Matter of degree ( less valid or more valid)

90. Content validity: ability of the assessment instrument to sample
representative content of the course.
Course content Assessment

93. *
*Reliability refers to the consistency of
test scores and the concept of reliability is
linked to specific types of consistency.
*Over time
*Between different examiners,
*Different testing conditions
*Instruments for student assessment needs
high reliability to ensure transparency and
fairness

94. *
*Is a measure of the reproducibility of the
results of a test
*Measure of the correlation between two sets of scores
obtained
when the test is repeated after an interval
( test – retest method)
*When the test is split into 2 halves and
results are compared ( split half method )

95. Ex 1 Ex 2 Ex 3 Ex 4 Ex 5
Q 1 X
Q 2 X
Q 3 X
Q 4 X
Q 5 X
Examiner
Question

96. Ex 1 Ex 2 Ex 3 Ex 4 Ex 5
Q 1 X X X X X
Q 2
Q 3
Q 4
Q 5
Examiner
Question

97. Ex 1 Ex 2 Ex 3 Ex 4 Ex 5
Q 1 X
Q 2 X
Q 3 X
Q 4 X
Q 5 X
Examiner
Question

99. *
*Assessment must be appropriate in the
context of the needs
*Should be obvious to the teacher and
the student

100. *
*Is the degree to which the assessment adheres to
specific criteria

101. *
*Is the degree to which the assessment adheres to
specific criteria
*Measures To increase objectivity of scoring
1. Structuring the questions
2. Preparing model answers
3. Agreement on marking scheme
4. Independent assessment by more than one
examiner

102. *
*Is the degree to which the process of assessment
is practical
*And possible to implement in the
circumstances
*Time
*Expertise
*cost

103. *
*Are we measuring what we are supposed
to be measuring?
*Use the appropriate instrument for the knowledge, skill, or
attitude you are testing
*The major types of validity should be considered (content,
predictive, and face)

104. *
*Does the test consistently measure what it
is supposed to be measuring ?
*Types of reliability:
*Inter-rater (consistency over raters)
*Test-retest (consistency over time)
*Internal consistency (over different items/forms)

105. *
*Is the administration of the assessment
instrument feasible in terms of time and
resources?
*Time to construct?
*Time to Score ?
*Ease of interpreting the score/producing results ?
*Practical given staffing/organization ?
*Quality of feedback ?
*Learner takeaway ?
*Motivate Learner ?

106. *
*Number of students to be assessed
*Time available for the assessment
*Number of staff available
*Resources/equipment available
*Special accommodations

109. *
1. OBJECTIVE MEASUREMENT  marks,
rank, percentile
2. VALUE JUDGEMENT  Regarding
desirability of the result of
measurement to relook SLO and TL
Process  decide on changes

113. *
1. Define Learning objectives
2. provide Teaching –Learning experiences
3. select measuring instrument
4. administer test
5. decide marking
6. score test
7. analyse result
8. make a final decision
9. not right, choose an alternative method

114. *Process of assessment must measure
change in all three domains

116. *
*Most commonly long answer or essay for theory
( assessment of knowledge)
*Long case or short case for clinical examination
*Oral examination for the assessment of practical
skills
*OSCE , OSPE  increase reliability
*Log book, diary  attitude assessment

117. *
*Low Stake Examinations High Stake Examinations
*Long essay question —> Multiple short answer question
*Traditional long case —> Multi-station OSCE

119. *
* Correlation between
performance of students
in examinations and
performance on the job
is less than ideal..

121. *

122. *

123. *

124. *
*Any assessment is anxiety provoking for the students
and (staff)
*Assessment has potential positive and negative
steering effects on learning and professional
development

126. *

128. Student
Learning
Outcomes
Curriculum
Teaching
&
Learning
Assessment Evaluation
± change/refine

132. *

133. Critical questions in assessment
1. WHY are we doing the assessment?
2. WHAT are we assessing?
3. HOW are we assessing it?
4. HOW WELL is the assessment working?

134. 1. WHY are we doing the assessment?
What Is its purpose?
 Formative?
 Summative?

135. 2. WHAT are we testing?
 Elements of competence
Knowledge
 factual
 applied: clinical reasoning
Skills
 communication
 clinical
Attitudes
 professional behaviour
Tomorrow’s Doctors, GMC 2003

136. 3. How are we doing the assessment?
Test formats
Knows
Shows how
Knows how
Does
Knows Factual tests:
SBAs ( MCQs )
Knows how
(Clinical) Context based tests:
SBAs, EMQs, SAQ
Shows how
Performance assessment in vitro:
OSCEs
Does
Performance assessment in vivo:
Video, WBA eg mini-CEX, DOPs

137. 4. HOW WELL is the assessment working?
Evaluation of assessment systems
•Is it valid?
•Is it reliable?
•Is it doing what it is supposed to be
doing?
• To answer these questions, we have to consider
the characteristics of assessment instruments

138. Principles of Assessment
There is no perfect assessment:
compromise is always required
The compromise depends on the context of the
assessment
The Quality of assessments is a matter of
the integral assessment programme,
rather than of the individual instruments

140. *

141. *No single assessment method can provide
all the data required for judgment of
anything so complex as the delivery of
professional services by a successful
physician : George Miller 1990

142. *THANK YOU…