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    Principles of AssessmentKomisi IV UPEP

    Faculty of Medicine Universitas Sriwijaya

    (Famus) [email protected]

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    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


    Instruments Content and cases


    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


    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


    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


    10 Decision Making; ClinicalReasoning and Judgement

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


    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.