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Assessment and Evaluation in Bioethics
- 1. Assessment and evaluation in bioethics: challenges and strategies Dr. Muhammad Shahid Shamim MBBS, FCPS, FRCS, PGD-Bioethics, MHPE Associate Professor & Head of Medical Education Unit King Abdulaziz University, KSA
- 2. Overview • Assessment and its Purpose • Assessment in postgraduate bioethics programs • Tools for assessment • Selecting the appropriate assessment tools bioethics programs
- 3. What is assessment? • The wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform
- 4. • Assessment is one of the most significant influence on a student’s experience of higher education and improving assessment has a huge impact on the quality of learning (Liu, N. and Carless, D, 2006)
- 5. • Assessment is a fundamental component of any educational endeavor as it provides the evidence of what students have learned for their professional conduct and certification (Norcini JJ, 2003)
- 6. Controversies in assessment • Motivation for learning – Is formal assessment necessary? • –Career implication – Potential for wrong judgment • Quality of care – Students with serious deficiencies may pass • Cost of assessment – Managing vs Development Hays RB. Assessment in medical education: roles of clinical teachers. The Clinical Teacher 2008
- 8. • Who is being assessed? –Undergrad, postgrad specialties, faculty (bioethics or else) • Why do we want to assess? –Learning or Judgement • What and how to assess? –Assessment tools best suited Purpose of assessment
- 9. Assessment of learning vs Assessment for learning Summative Assessment vs Formative Assessment Purpose of assessment?
- 10. Assessment of learning Summative assessment: • Judgement made on work that results in the student being awarded a grade/ certification • Often used for high-stake exams.. leading to selection or promotion
- 11. Assessment of learning Issues? • Minimal feedback to students • Inability to correct the misconceptions • Uncertainty in what the student has or has not learned.
- 12. Assessment for learning Formative assessment: • Activities that students and teachers undertake to get information about students’ learning • Feedback (scores/ grades) - to improve performance
- 13. Assessment for learning Issues? • Faculty readiness • Time consuming • Large number of students • Standardization ? High stake exams
- 14. • Who is being assessed? –Undergrad, postgrad specialties, faculty (bioethics or else) • Why do we want to assess? –Learning or Judgement • What and how to assess? –Assessment tools best suited Purpose of assessment
- 15. Competence-based PGME • Focuses on educational outcomes • Flexible teaching and learning methods • Defines desired abilities that guide the development of educational process • Demonstrates students’ competence
- 16. Cognitive skills • Skills used for interpretation and application of knowledge in problem solving • Constructive alignment
- 17. Constructive alignment (John Biggs. Higher Education 32: 347-364, 1996) Competencies Learning outcomes Teaching methods Assessment Competence-based course design
- 18. Level of assessment Factual knowledge Interpretation & Application of knowledge Performance in simulated conditions (demonstration) Performance in practice Cognition Knowledge Attitude Skills Behavior
- 19. Commonly used assessment tools? Traditional • Essay questions – long/short • Short answer Qs • MCQ – single best/ true-false/ extended matching • OSCE • Viva Contemporary/novel • Presentations • Role-plays • Reflective journals/ portfolios • Key feature Qs (KFQ) • Script concordance test (SCT)
- 20. Tools for assessment Essay MCQ T/F Essay MCQ Viva OSCE Presentations Role-plays SCT KFQ Ref Work-based assessment Cognitiveskills
- 21. Criteria for selecting assessment tool • Reliability (reproducibility of results) • Validity (accuracy of intent) • Educational impact (opportunity for feedback and learning) • Acceptability (student & faculty) • Feasibility (logistic ease) Utility Model van der Vleuten 2005
- 22. Utility Model Tool R V Ed A F Essays + + + ++ + Short Ans + + ++ +++ + MCQ/ EMQ +++ ++ ++ + +++ KFQ +++ ++ +++ ++ + Vivas (orals) + ++ + ++ + OSCE ++ ++ ++ ++ ++
Editor's Notes
- In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students
- According to world experts in education, assessment significantly influences the quality of learning during any educational process. We have all been students at some point in time, and I am sure that every one of us can relate to our experiences. The first thing that most students would want to find out is how are we going to be assessed? And not only from the students’ perspective…….
- As Norcini says that assessment is a fundamental component .. that provides The EVIDENCE of students’ learning. Now, this Evidence is extremely important for sustaining and developing any educational program. All major decisions on different aspects of managing an educational program, may it be by the faculty, administration, funding agencies, accreditation bodies or community members are taken on the basis on the evidence gathered mainly from the assessment of students’ learning.
- Some educators wonder if formal assessment is even necessary, as motivated learners will achieve their learning goals without it, and as far as evidence is concerned, it can be gathered from informal/ continuous assessment Some learners fear assessment, for being wrongly judged. A poorly thought-of assessment can jeopardize professional growth Regulators and accreditation bodies are concerned about the quality of assessment….. They fear that some students with serious deficiencies may pass the assessment.. Thereby negatively impacting the overall healthcare. Then there are finances involved in maintaining the quality of assessment … cost of the process, human resource, faculty development… usually the institutions invest more in managing the process of assessment rather than developing quality. However, there is a general consensus among educators and from our experiences we can say that ….
- .. Assessment is necessary for educational endeavors. When we talk about assessment, then “assessment drives learning” is the most commonly used phrase by educationists. To elaborate the phrase, I say… purposeful assessment drives effective/ quality learning. So, the question arises… is What is the purpose of assessment that we are talking about?
- The Purpose of assessment … can be guided by Who are the learners or students that we want to assess? What is there level of education. Are they undergrad medical, or nursing students? are they specialty residents in training? Are the faculty of different disciplines? Or bioethics teachers? Here in this collaborative conference, we are concerned with healthcare professionals who may play an active role in developing bioethics. So lets move on to the next question with this background.. Why are we assessing them? Is it for enhancing their learning or is it to make judgment on what they have learned? And then which assessment tools will best serve our purpose of assessment?
- These are two different paradigms of assessment…
- Assessment of learning .. Making a judgement on what the student has learned.. Usually it is a final summative assessment or exam. After the which the student is either passed to the next level or failed.. With its own consequences. Some examples are Final medical college exam Medical licensing exams Issues?
- The main issues with this form of assessment are: The inability to correct the students’ shortcoming or misconceptions There is minimal opportunity for effective feedback to improve on what the student has or has not learned.
- On the other hand.. Assessment for learning The aim of this form of assessment is to enhance students learning through different activities, and provide students feedback on their performances. Formative assessment does not try to make judgement on the student. Rather it is to identify areas where students may need improvement and then provide support for that improvement. These are usually part of continuous ongoing assessment. The scores may be used for final grading, however, that is not the main purpose of assessment. Issues?
- The main issues with this form of assessment are: It is time consuming and requires a lot of efforts from the faculty.. Which in some places may not be feasible. Therefore, it may not be possible in programs with a very large number of students And There are issues of standardization of the process.. Thereby making it less favorable for high stake assessments However, for programs with relatively smaller number of students, where learning the concepts is of paramount importance… the purpose is better served by maximizing the use of formative type .. Assessment for learning.
- CBME focuses on educational outcomes. This approach does not prescribe how the teacher or program must teach or how the student must learn while achieving that goal. Rather, the competency-based training explicitly defines the desired graduate abilities, just like the CBEC program does. These competencies or outcomes or abilities… then guide the development of curricula, assessment, and evaluation. In a competency-based paradigm, programs must demonstrate that the new graduate is competent for practice.
- Cognitive skills are used for interpretation and application of knowledge in problem solving And to develop Assessment for these problem solving cognitive skills… we need something that Professor Biggs call …. constructive alignment
- What Biggs means by constructive alignment is that, when you design your course, you should have clear understanding of the competencies that you your students to acquire. From these competencies you drive the learning outcomes You should then make sure that your teaching methods clearly, explicitly, logically, are the best possible ways that you can think of to take your students to those outcomes. And your assessment should focus on whether the outcomes have been achieved or not.
- In 1990 psychologist George Miller proposed a framework for assessing competence. The framework distinguishes between knowledge at the lower levels and action in the higher levels. Of course not everything can be assessed. However, the rationale highlights the concept of assessment of competence, by providing a context for selecting the appropriate tool for assessment at a certain level in the pyramid. Various assessment tools have been tried and tested on this framework to find their best utility. Some of the commonly used tools…
- Among these .. Long ad short essays, multiple choice questions, OSCE and Viva are well known to most of us. Some of the contemporary assessment tools that are being used in different places are presentations, role-plays, reflective writing, and paper based tests like key feature and script concordance. These are specifically developed for reasoning and problem solving. But how do they relate to the pyramid?
- Specific tools are used for assessment at different levels of cognition This is the first step in selecting the appropriate tool for an assessment This forms part of the Validity of the assessment tool…..
- Reliability In simple word for a reliable assessment, if a piece of work is assessed by multiple individuals on the same criteria, then the judgement should be exactly same. Validity Refers to the notion that .. The tool that is used for assessment is actually assessing what you want it to assess. Educational impact Consequential learning
- The utility of an assessment method depends on a compromise between various quality parameters
- Just like the rest of the curriculum….. Assessment should also be a dynamic process… Whatever methods or tools are being used, the process of assessment must also be evaluated and improved on a regular basis.