E-Assessment

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Talk on E-Assessment during AMEE 2011 in Vienna

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E-Assessment

  1. 1. J. Ehlers, E. Schaper, K-H. Windt, S. Aboling, A. Tipold<br />Diversification of electronic assessment in veterinary medicine<br />
  2. 2. Diagnosticassessment<br />Selectionprocedureoftheuniversity<br />30.08.2011<br />2<br /><ul><li>since 2006/07 psychologicalmotivation-test
  3. 3. 883 firstyearstudentsfrom  6,553 applicants
  4. 4. 180 items/30 min
  5. 5. Likert-values 1-6</li></li></ul><li>Formative assessment<br />CASUS und PowerVote<br />30.08.2011<br />3<br />since 2005<br />voluntary<br />usedby ~75 %<br />BÖRCHERS M, TIPOLD A, PFARRER C, FISCHER MR, EHLERS JP: Akzeptanz von fallbasiertem, interaktiven eLearning in der Tiermedizin am Beispiel des CASUS-Systems. Tierärztliche Praxis K 38, 6 (2010) 379-388<br />EHLERS JP, MÖBS D, VOR DEM ESCHE J, BLUME K, BOLLWEIN H, TIPOLD A:Einsatz von formativen, elektronischen Testsystemen in der Präsenzlehre.  GMS Z MedAusbild. 2010, 27 (4), Doc 59<br />
  6. 6. Summative assessment<br />Q [kju:] (Codiplan)<br />30.08.2011<br />4<br />Start: August 2008<br />126 exams<br />25,443 individual exams<br />9,602 questions<br />Partlyblendedassessment<br />EHLERS JP, CARL T, WINDT K-H, MÖBS D, REHAGE J, TIPOLD A: BlendedAssessment: Mündliche und elektronische Prüfungen im klinischen Kontext. In: Zeitschrift für Hochschulentwicklung 4, 3 (2009) 24-36<br />
  7. 7. Students´ view<br />
  8. 8. Post-review<br />Statisticsforeach item & wholeexam<br />30.08.2011<br />6<br />Log files & item database<br />
  9. 9. Acceptance summative e-assessment<br />30.08.2011<br />7<br />Was the system easy to use? <br />(n = 5328, mean: 1,8)<br />1<br />2<br />3<br />How do you rate thewholeexam? (n = 5155, mean: 3,0)<br />1<br />2<br />3<br />4<br />5<br />6<br />(1= „yes, very, a lot, verygood“ to 6= „no, not at all, nothing, verybad“)<br />
  10. 10. Acceptance summative e-assessment<br />30.08.2011<br />8<br />Do youtrust in theusedtechniques? <br />(n = 5268, mean: 3,0)<br />1<br />2<br />3<br />4<br />5<br />6<br />Doesitmake sense touse an electronic systemforwrittentests? (n = 5249, mean: 3,1)<br />4<br />5<br />6<br />1<br />2<br />3<br />(1= „yes, very, a lot, verygood“ to 6= „no, not at all, nothing, verybad“)<br />
  11. 11. Acceptance summative e-assessment<br />30.08.2011<br />9<br />Doesitmake sense touse MCQs? <br />(n = 5283, mean: 3,7)<br />1<br />2<br />3<br />4<br />5<br />6<br />Shouldtherebemorewrittenthan oral exams? (n = 5228, mean: 3,8)<br />1<br />2<br />3<br />4<br />5<br />6<br />Do youthingwrittenexamsaremor fair than oral exams? (n = 5217, mean: 3,1)<br />1<br />2<br />3<br />4<br />5<br />6<br />(1= „yes, very, a lot, verygood“ to 6= „no, not at all, nothing, verybad“)<br />
  12. 12. Pyramide ofcompetencies (MILLER)<br />30.08.2011<br />10<br />Perfomance„in vivo“:<br />MiniCEX (undercov. stand. patients)<br />Does<br />Performance „in vitro“:<br />OSCE (stand. patients)<br />Shows<br />Prozedurale knowledge:<br />Key-feature, oral exams<br />Knows how<br />Deskriptive/ elaborativeKnowledge:<br />MCQ, oral exams<br />Knows<br />MILLER GE (1990): The Assessment of Clinical Skills/Competence/Performance. AcadMed 65, 63-67 <br />
  13. 13. Proceduraleknowledge<br />Useofmedia<br />30.08.2011<br />11<br />
  14. 14. Proceduraleknowledge<br />Picture analysis<br />30.08.2011<br />12<br />
  15. 15. Proceduralknowledge<br />30.08.2011<br />13<br />N²E² Niedersächsisches Netzwerk für <br />ePrüfungen und eAssessment<br />Answer question 1<br />Answer question 2<br />Continuationvignette<br />Continuationvignette<br />Vignette<br />Question 3<br />Question 1<br />Question 2<br />SCHAPER E, FISCHER MR, TIPOLD A, EHLERS JP: Fallbasiertes, elektronisches Lernen und Prüfen in der Tiermedizin - auf der Suche nach einer Alternative zu Multiple-Choice Prüfungen. Tierärztl. Umschau 66, 261-268<br />
  16. 16. Key-featureexample<br />30.08.2011<br />14<br />N²E² Niedersächsisches Netzwerk für <br />ePrüfungen und eAssessment<br />11 KFQ, 40 examinees -> Cronbach´sα = 0,68<br />
  17. 17. Proceduraleknowledge/skills<br />Botany „o-test“<br />30.08.2011<br />15<br />E-exampartlywith„peer-generated“ MCQ<br />Identification-exercise in theuniversity´sbotanicalgarden<br />ABOLING S, WINDT K-H, POHL D, EHLERS JP: Lehr- und Prüfungsmethoden im Fach veterinärmedizinische Botanik mit besonderer Berücksichtigung des Konzepts o-test. ZFHE 6/1, 19-33<br />
  18. 18. Last days….<br />30.08.2011<br />16<br />Histology<br />Botany<br />
  19. 19. Conclusions…<br />E-assessmentispossible!<br />Regardtheir potential!<br />Develop e-assessmentfurther!<br />(don´tonlycopywrittentests)<br />30.08.2011<br />17<br />
  20. 20. Thankyouforyourattention!<br />30.08.2011<br />18<br />Contact<br />Dr. Jan P. Ehlers, M.A.<br />E-learningconsultant<br />University ofVeterinaryMedicine Hannover<br />Bünteweg 2 – D-30559 Hannover<br />+49-511-953-8054<br />jan.ehlers@tiho-hannover.de<br />www.tiho-hannover.de<br />

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