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BVetMed Assessment. Christopher R. Lamb Chair, Finals Examination Board. RVC assessment policy. Use a variety of assessment methods Suited to learning outcomes Continual assessment, written, practical, project Examine at end of each teaching period Minimise assessment load

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bvetmed assessment

BVetMed Assessment

Christopher R. Lamb

Chair, Finals Examination Board

rvc assessment policy
RVC assessment policy
  • Use a variety of assessment methods
    • Suited to learning outcomes
    • Continual assessment, written, practical, project
  • Examine at end of each teaching period
  • Minimise assessment load
  • Prompt feedback
    • formative & summative
key principle
Key Principle
  • The assessment objectives should match the educational objectives
assessment formats
Assessment formats
  • Knowledge
    • Multiple choice questions (MCQ)
      • Spot tests
    • Write-in formats
      • Short answer questions (SAQ)
      • Essays
    • Oral (viva)
assessment formats1
Assessment formats
  • Application of knowledge
    • Multiple choice questions (MCQ)
      • Extended matching questions (EMQ)
      • Spot tests
    • Write-in formats
      • Short answer questions (SAQ)
      • Essays
      • Modified essay questions (MEQ)
    • Oral (viva)
slide8

A previously healthy 18-month old male Cavalier King Charles spaniel has acute onset dyspnoea during a walk. No history of trauma. The dog appears depressed, has increased lung sounds and unilateral hyphaema. Thoracic radiographs show an alveolar pattern mainly in the peripheral parts of the caudal lobes. Which of the following ancillary tests is most likely to confirm the diagnosis?

  • Bronchoalveolar lavage
  • Echocardiography
  • Faecal examination
  • Haematology and serum biochemistry
  • Urinalysis
assessment formats2
Assessment formats
  • Practical skills
    • Objective structured clinical examination (OSCE)
slide10
OSCE
  • Sterile collection of milk sample
assessment formats3
Assessment formats
  • Professional competence
    • the highest level of Miller’s pyramid
    • direct observation during IMR
professional competence
Professional competence
  • At post-graduate level
    • collect information about vets’ performance in their normal practice
    • mortality/morbidity
    • rating based on observation by managers, peers, nurses, owners (360 degree)
    • portfolios
essential properties of assessments
Essential properties of assessments
  • Validity
  • Reliability
  • Feasibility
    • Time
    • Resources
validity
Validity
  • An instrument is valid if it tests/measures what is intended (and not something else)
  • Criterion validity
    • does test predict outcome?
  • Content validity
    • does test mirror learning objectives?
  • Face validity
    • is the test acceptable to stakeholders?
a course
A course

Learning outcomes

Study activities

Assessment

blueprinting
Blueprinting
  • Blueprint links the LO to the assessment
  • Blueprint is a matrix
  • Test created by sampling widely across the matrix
2007 curriculum
2007 Curriculum

Increased emphasis on:

  • Understanding concepts and processes
  • Independent working and learning
  • Teamwork
  • Day-One practical skills
  • Student choice, i.e. tracking
assessment in 2007 curriculum
Assessment in 2007 Curriculum
  • More formative assessment
    • Weekly opportunities to test learning of material from earlier in the course
    • Improved feedback structures
  • Less assessment of fact retention, more of application of knowledge
    • Give the students information and assess how well they handle it
    • Clinical reasoning
bvetmed
BVetMed
  • Year 1 & 2
    • Underpinning science
    • Animal health & handling
  • Year 3-4
    • Research project 1 (based on AHEMS)
    • Animal handling
    • Clinical sciences
    • Clinical skills
  • Year 4-5
    • IMR
    • Research project 2
    • Tracking
how we assess year 1
How we assess Year 1
  • In-course assessments
    • 1 Extended essay
    • 2 MCQ
    • 3 MCQ
    • Practical tests
      • Structured ISF orals
      • Spot tests
how we assess year 11
How we assess Year 1
  • Written Papers:
    • Paper 1: 1h MCQs
    • Paper 2: 2h “problem-solving” questions
    • Paper 3: 3h essay questions
bvetmed year 1
BVetMed Year 1

Essential knowledge

Problem-solving

to pass year 1
To pass Year 1
  • Candidates must
  • gain average mark of 50% for all components
    • at least 40% for the combined Essential knowledge elements, and
    • at least 40% for the combined Problem solving and interpretation elements, and
    • achieved a pass mark in In-course assessment 1, and
    • completed ICT Skills test
how we assess year 2
How we assess Year 2
  • In course assessment
    • MCQ
    • PMVPH Report
    • Integrated concepts presentations
  • Written papers same format as Y1
    • Paper 1: 3h MCQs
    • Paper 2: 3h problem-solving questions
    • Paper 3: 3h essay questions
how we assess year 3
How we assess Year 3
  • In course assessment
    • Research Project 1
  • Written Paper
    • MCQ and EMQ
  • Practical Tests
    • Animal Handling DOPS
      • Can complete earlier in course
      • 2 attempts before EMS starts
direct observation of procedural skills
Direct Observation of Procedural Skills
  • Less rigid format than OSCE, incorporates feedback, requires expert assessor
  • Students must demonstrate competence handling all 5 animal groups
    • Horse
    • Large artiodactyls (e.g. cattle)
    • Small artiodactyls (e.g. sheep, pigs)
    • Cat & Dog
    • Avians/exotics/small mammals
how we assess year 4
How we assess Year 4
  • Written Papers
    • MCQ/EMQ
    • Long answer
  • Practical Tests
    • Clinical OSCE (formative only)
year 4 long answer paper
Year 4 Long answer paper
  • Open book format
  • Advised of subject of Q1 2w before exam
  • 4 questions
    • 1. Professional/ethics
    • 2. Data analysis
    • 3,4. Clinical problem scenarios
      • Initial scenario
      • Supplementary clinical information to consider over the weekend
      • Follow-up paper requires refined answers to 2 clinical scenarios
assessment of year 5 finals
Assessment of Year 5 - Finals
  • Pt.1
    • IMR
    • qualifier for Pt. 2
  • Pt.2
    • Clinical Reasoning and Recognition
    • Skills
  • Pt.3
    • Tracking
      • Tracking IMR
      • Taught tracking
      • Research project 2
in course assessment of imr
In-course assessment of IMR

Students are assessed in the following categories

• Professional Activity

• Practical Skills

• Clinical Reasoning and application of Knowledge

Possible grades

• Pass with distinction

• Pass

• Borderline

• Clear fail

Students receiving a “borderline” mark in two categories or a “clear fail” in any category fail the rotation

finals pt 2
Finals Pt.2
  • Clinical Reasoning and Recognition
    • 3h Long Answer paper
      • MEQ
    • 3h EMQ paper
    • 2h Spot test
  • Clinical skills
    • OSCE
finals pt 3
Finals Pt.3
  • In-course assessment of tracking IMR
  • 2.5h written exam
    • Q1 critique published research paper
    • Q2 & 3 long answer
      • Large choice of questions reflecting all tracking options
  • Research Project 2
    • Report <5,000 words
    • Oral examination <30 min
more information
More information
  • Regulations
    • Assessment
      • intranet.rvc.ac.uk/StudentsAndTeaching/MarkingSchemes.cfm
    • General
      • intranet.rvc.ac.uk/StudentsAndTeaching/RegsAndProcs.cfm
  • Exam dates
      • intranet.rvc.ac.uk/StudentsAndTeaching/ExamTimetables_CT.cfm
      • intranet.rvc.ac.uk/StudentsAndTeaching/ExamTimetables_HH.cfm
  • Past papers
      • Blackboard>Past papers>BVetMed
  • www.rvc.ac.uk/Examiners