This document discusses internal and formative assessment in medical education. It notes that assessment in medical education requires both quantitative and qualitative information from different sources as well as professional judgment. Summative exams have pitfalls like being subject to chance and not identifying regular versus irregular students. Formative assessment identifies student strengths and weaknesses, guides teaching and learning, and supports self-motivated learning over assessment-driven motives. The document discusses various formative assessment tools and emphasizes that assessment should promote an evolving learning process rather than just grading.

1. Internal & Formative
Assessment
Devender
M.A.M.C.

2. “Assessment in Medical Education addresses
complex competencies and requires
quantitative and qualitative information
from different sources as well as professional
judgment.”

3. Pitfalls of Summative exam
• Luck or by chance
– 6 to 15 marks between the same examiners marking
the script twice
• Bluff – make you believe that student knows but
not
• Does not identify regular and irregular students
• Practical skills ??
• Attitude, communication ethics and inter-
personal skills are difficult to assess

4. Purpose of Assessment is……

5. TYPES OF ASSESSMENT
Formative Internal Summative

7. • 1967 – Michael Scriven introduced term
“Formative Assessment” of the program
– during development and making changes in the
program for improvement
• 1971 – Bloom, Hastings & Maddus
– supported formative assessment of learning
process at different phases of teaching
• 1977 – Benjamin Bloom identified two
essential aspects
– feedback & corrective measures during learning
process

8. Formative Assessments
1. Pinpoint students’ areas of strengths and
weaknesses
2. Steer prospective directions in teaching and
learning
3. Support self-inspiration to acquire
knowledge and skills away from assessment-
driven motives

12. Blueprint
• Rational
– Links assessment to learning objectives
• Balance
– All aspects of the curriculum and educational domains are
covered
• Reduces the two major threats of Validity
– Construct Under-representation (CU)
– Construct Irrelevance Variance (CIV)

14. Hand Signal – 1 to 5

15. Brainstorming
• Great tool to assess prior knowledge of class
on the topic

16. Exit Summary
• What did you learn today?
• Write your reflection (in few lines)
• Best to assess for overall achievement of
lesson’s objectives

17. Think – Pair - Share
Assesses student and class activity, improve understanding and clear doubts

18. Individual White-boards

21. Formative Assessments
1. Explore a subject in a more thoughtful fashion
2. Have time to critically appraise preconceived
concepts
3. Link new information to already pre-existing
knowledge
4. Promote effective utilization of higher-order skills
(critical thinking, problem solving, etc.) to generate
comprehensive understanding of course content

22. Formative Assessment
• ‘Best’ when not computably graded at all
Reason:
Chance to promote evolution of the learning process
from merely scoring grades into a process of vivid,
productive and dynamic educational experience

23. To over come Subjectivity!
Quarter model
• At least one assessment every quarter,
• No teacher contributing more than 25%,
• No tool contributing more than 25%
• No assessment contributing more than 25% to
the total marks in internal assessment.

24. Utility
= Reliability xValidity x
Acceptability/practicality x
Cost x Educational impact

25. FUNCTIONS OF ASSESSMENT
• Selection
• Certification
• Programme evaluation
• Motivation
• Research
• Feedback

26. Advantage
• Multiple observations
• Multiple examiners
• Marking scheme is transparent
• Ample opportunities to learner to
improve his performance

27. If we want to have impact
—to bring about transformation in
medical education
—we need to be learners as well as
teachers

28. Why Internal Assessment (IA)?
• A system which emphasizes continuous
internal assessment and reduces dependence
on external examinations
• Concentrate on
–“How the learner learnt?”
• Undergraduate students must pass in their IA
to be eligible to appear in the final university
examinations (GME - 2012).

29. • Assessments are not valid or invalid
• Rather the scores or outcomes of assessment
have more or less evidence to support a
specific interpretation

30. Take home message…
• Day to day observation of students
– Focus on how student acquired knowledge
• Assesses Affective and Psychomotor domain
• Constructive Feedback and timely
intervention
• Confidence of student increases