assessment p health

Assessment for LearningMaking thinking Visible

Cormac McGrathUnit for Medical Education

CLK, LIME

@ Cormac_McGrath

07/04/23Cormac McGrath, Unit for Medical Education

Prerequisites & Keywords

Students engage in collective meaning making

Reliability, validity, inter-rater reliability, authenticity, assessment criteria


The function of assessment

To facilitate learning:- Find out whether students achieved the aims and goals- Motivate students to learn (stick or carrot?)- Make visible, assist and improve learning by giving useful

feedback.

To facilitate teaching:- Give feedback, to give an opportunity to improve teaching

For institutional/ professional requirements:- Grading, ranking or select students- Maintain standards



Assessment is the main factor that influences student learning

It is the students’ understanding of the requirements for assessment that makes the ”hidden curriculum” and that has an impact on how students learn.


Backwash effect

ILOsTeaching methods

Examination

Examination Study methods Student learning


Progression in the choice of verbsSOLO taxonomy

Identify

Make simple procedures

Number

Describe

List

Combine

Compare

Contrast

Explain relationships

Analyse

Relate

Apply

Misses the point

Theorise

Generalise

Make a hypothesis

Reflect

(Biggs & Tang 2007)


Ways of benchmarking student understanding Criterion-referenced assessment:How well students have learnt what we intended them to

learn.

Norm-referenced assessmentComparing students performances with each other, by

ranking.

Cormac McGrath, Unit for Medical Education

ILO- Assessment Criteria

The student should be able to account for the ethical guidelines for Biomed analysts

The students considers, conducts an analysis and discusses the ethical guidelines for biomed analysts.

The students describes the ethical guidelines for biomed analysts.

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What is a criteria?

A description of quality

Tell us how well things are done

Describes a performance

(Måhl, 2004)

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How to use criteria in assessment?

ILOsAssessment criteria

Analysis of performance – does the students achieve the ILOs?

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What are we looking for?

Coherence Structure Correspondences between problem and solution Correspondence between method and discussion Critical thinking Ability to communicate Academic reasoning Problem identification Decision making Inferences inductive-deductive Divergent thinking skills Evaluating thinking skills Is Genuine and authentic Requires reasoning



Rubrics an example.

LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

Conceptual Understanding

Demonstrates a clear and deep understanding of the theory and the “big ideas” presented in the chapter.

Demonstrates clear understanding of the ideas presented in the theory presented in the chapter.

Demonstrates limited/surface understanding of the theory presented.

Demonstrates superficial understanding of the theory.

Identifies Issues/Problems(if applicable)

Demonstrates a clear and deep understanding of an issue/problem in the case study.

Demonstrates deep understanding of an issue/problem in the case study.

Demonstrates limited/surface understanding of an issue/problem in the case study.

Demonstrates superficial understanding of an issue/problem in the case study.

Connections: Theory and Practice

Makes appropriate, insightful and powerful connections between the issue/problem and the theory.

Makes appropriate and insightful connections between the issue/ problem and the theory.

Makes appropriate but somewhat vague connections between the issue/problem and the theory.

Makes little or no connection between the issue/problem and the theory.


Using criteria when teaching

Using outcomes and criteria in active discussion Use criteria as recourse Make clear how different activities ”fulfill” the

outcomes Show examples of student work. Allow the students to practice assessment

(self & peer)

(Woolf, 2004; Dunn, 2002; Price, 2005; Rust 2006, )

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Two kinds of assessment

Formative assessment- Continuously runs during the teaching/ learning process - Diagnostic: gives feedback to students and teachers on

* strengths and weaknesses* difficulties* misunderstandings

- Gives an opportunity to modify/ improve

Summative assessment- Final. At the end of a course- Descriptive. How well did the students learn the material/ knowledge/ skill - For ranking and selection. Usually no possibility to modify/ improve


On formative assessment

Study by Weurlander Students involved in formative examination

High degree of motivation The opportunities to talk to peer and superiors Could clarify misconceptions Benchmark their findings against the assessment criteria Gave them a chance to make changes in their studying strategies Engage in challenging intellectual discussions

(Weurlander, 2009)


http://informahealthcare.com/doi/abs/10.1080/01421590802637933

Conditions relating to how assessment facilitates student learning Quantity and distribution of student effort

Assessed tasks capture sufficient study time and effort These tasks distribute student effort evenly across topics and weeks

Quality and level of student effort These tasks engage students in productive learning activity Assessment communicates clear and high expectations to students

Quantity and timing of feedback Sufficient feedback is provided, both often enough and in enough detail The feedback is provided quickly enough to be useful to students

Quality of feedback Feedback focuses on learning rather than on marks or students themselves Feedback is linked to the purpose of the assignment and to criteria Feedback is understandable to students, given their sophistication

Student response Feedback is received by students and attended to Feedback is acted upon by students to improve their work or their learning

(Gibbs & Simpson, 2002)


Our focus today

Understanding how assessment influences student learning Understanding how assessment criteria may be used to

facilitate student learning Aiming to achieve inter-rater reliability


References


assessment p health

Education

medical education 21 10 13

demonstrates limited surface understanding

demonstrates superficial understanding

deep understanding

cormac mcgrath

case study

ethical guidelines

biomed analysts