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Using adult learning theories to plan assessment. Graz Conference 2012, Timisoara. David Taylor. What is going to happen?. What is assessment for? What are the issues? Criteria Outcomes Standards Relation to learning theory Question types. Formative/continuous/summative.

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graz conference 2012 timisoara

Using

adult learning theories to plan assessment

Graz Conference 2012,Timisoara

David Taylor

what is going to happen
What is going to happen?
  • What is assessment for?
  • What are the issues?
    • Criteria
    • Outcomes
    • Standards
  • Relation to learning theory
  • Question types
formative continuous summative
Formative/continuous/summative
  • Formative assessment
    • The marks do not form part of the public record
  • Continuous assessment
    • In-course, can be formative or summative.
  • Summative assessment
    • Marks are recorded and for part of the progression requirements
what is assessment for
What is assessment for?
  • Rite of passage
  • Assurance
  • Ranking
  • Feedback
other possibilities
Other possibilities
  • To determine whether the learning objectives that are set a priori are met
  • Support of student learning
  • Judgement and certification of competency
  • Predicting future performance
assessment drives learning
Assessment drives learning
  • George E. Miller (1919-1998)
  • It does, but we must be careful that assessment does not drive learning for assessment!
criteria
Criteria
  • Fair/unbiased
  • Valid
  • Reliable
  • Multiple measures
  • Practicable
  • Cost effective
  • I would add “integrated”
integrated and integrating
Integrated and integrating
  • Integrated into the curriculum itself
  • Integrating the outcomes
so where do we start
So where do we start?
  • Syllabus – more accurately OUTCOMES
  • STANDARDS
outcomes
Outcomes
  • We have entered an era where we need to show that we meet measurable outcomes
    • This is true at undergraduate level but also licensing and re-validation
  • The outcomes must be appropriate, measurable and necessary
standards
Standards
  • There is a real debate about what constitutes competence.
  • What is, in fact, “good enough”?
  • How do we measure it?
  • What is a pass mark?
  • Who says?
learning theories
Learning theories
  • There is an increasing interest in the use of adult learning theories to shape the way that we plan medical programmes.
  • And that includes assessment
taylor and hamdy 2012
Taylor and Hamdy 2012

Elaboration

Refinement

Dissonance

Start here

Feedback

Reflect

organise

Reflect

Consolidate

assessment is a task like any other
Assessment is a task like any other

Elaboration

Refinement

Dissonance

Feedback

Reflect

organise

Reflect

Consolidate

so the task needs to account for
So the task needs to account for
  • Resources
    • Including time!
  • Motivation
  • Stage of development
    • Duality/multiplicity
  • Learning style
    • Deep/surface/strategic
but what do you want to assess
But what do you want to assess?
  • Recall
  • Elaboration
  • Organisation
  • Reflection
which quadrant
Which quadrant?

Elaboration

Refinement

Dissonance

Feedback

Reflect

organise

Reflect

Consolidate

mcqs emis
MCQs/EMIs
  • It is very hard to write valid MCQs
  • It is easiest to test recall
  • It is harder (but possible) to test for elaboration
short answer
Short answer
  • Quite difficult to write without giving the answers away
  • It is easiest to test for elaboration
  • It is harder (but possible) to test for organisation
    • They also have to be marked by hand (so less reliable)
portfolio
Portfolio
  • Easy to write
  • Hard to mark reliably
  • But best for testing organisation and reflection
overview
Overview

MCQ

SAQ

Elaboration

Refinement

Dissonance

Feedback

Reflect

organise

Reflect

Consolidate

Portfolio

practical
Practical
  • You can assess any of the quadrants
  • From anatomy spotter, through OSCEs to long case
overview1
Overview

Spotter

OSCE

Elaboration

Refinement

Dissonance

Feedback

Reflect

organise

Reflect

Consolidate

Cases

but how to give feedback
But how to give feedback?

Elaboration

Refinement

Dissonance

Feedback

Reflect

organise

Reflect

Consolidate

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