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Principles of AssessmentKomisi IV UPEP

Faculty of Medicine Universitas Sriwijaya

(Famus) [email protected]


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Purposes

1. To assist learning

2. To measure learning:competence

3. To direct the learning

4. To place a value on learning

5. To predict competent practitioner

6. To establish standards

7. To provide motivation8. To develop self assessment


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Assessment is the MOSTIMPORTANTpart of Education

Assess all the Components

What to assess?

What do youknow? Knowledge

How do youthink? Reasoning

What can youdo? Skills

How do youbehave?Professionalism


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The student begins with the patient,continues with the patient, and ends

his studies with the patient, usingbooks and lectures as tools, as a

means to an end.

Assessments arepatient-based

Sir William Oslerthe natural method oflearning


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Assessments must be linked toobjectives and competencies

Assessments should focus on clinicalcompetence

What aspects of clinical practice do wewant to measure?

Assessment must be a learningexperience

Feedbackis essential to the learningprocess


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Reliability Reproducibility

Examiners

Instruments Content and cases

Validity

tests what we want to test Content validity

Predictive validity

Construct validity

Consequential validity

High stakes assessments must meet

criteria of


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The sample must be large enough and

diverse enough to generalize theresult

To provide some predictive value

More is better

Minimum MCQ 120 to 140 questions

OSCE 18 stations

Oral 20 questions (80 min)


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Assessment is a Primary Motivator

for learning

No aspect of medical education is more

powerful than the assessments process. If it is true that assessment is a primary

determinant of learning, then it is here that an

understanding of student motivation to learn

will have the greatest impact.


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Every assessment has a Consequence

Use multiple Instruments for testing Carefully determine Standards for

pass/fail

Criterion referencedProvision for Failure and Remediation- The failing student- The borderline student


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Principles of Assessment

The challenge is to engage every memberin the

exercise and practice of good quality assessments.

Just as there is no place for bad teaching practices

there is no place for bad assessment practices

Assessment is the MOSTIMPORTANT part of Medical School


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No Learning Outcomes Assessment Methods

1 Clinical Skills OSCE; Observation; Logbooks; Written Examination

2 Practical Procedures OSCE; Portfolios; Logbooks; Observation; Written

Examination

3 Patient Investigation Written Examination; OSCE; Observations Portfolios

4 Patient Management Written Examination; OSCE; Observation; Portfolios

5 Health Promotion andDisease Prevention

OSCE; Portfolios; Observation; Written Assessment

6 Communication OSCE; Observation; Peer/Self-Assessment; portfolios

7 Information Management Skills; Portfolio; OSCE; Observation; Written Examination

8 Principles of Social, Basicand Clinical Skills

Written Examination; Portfolios; Observation; OSCE

9 Attitudes, Ethics andLegal Responsibilities

Observation; Portfolio; OSCE; Peer/Self-Assessment;Written

Examination

10 Decision Making; ClinicalReasoning and Judgement

Portfolio; Observation; Written Assessment; OSCE;Peer/Self-

Assessment

11 Role as a Professional Observation; Peer/Self-Assessment; Portfolio; OSCE;Written Assessment

12 Personal Development Portfolio; Observation; Peer/Self-Assessment; OSCE;

Written Assessment


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Types of assessment

Assessments can be classified in manydifferent ways.

The most important distinctions are:(1) formative and summative;

(2) objective and subjective;

(3) criterion-referenced and norm-referenced;(4) informal and formal.

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