Accreditation standards
    and self-assessment
Self-study as an institutional self-assessment
Goals to assess his or her ...
Outline


•Types of assessments
•Assessments as an educational tool
•Accreditation standards
Assessments
• Diagnostic
  Identifies student need and knowledge; usually
  multiple choice
• Formative
  Typically during...
Types of Formative Assessments

          Peer assessments




                             Portfolio


          Self-ass...
Self-assessment


• Active process of developing an awareness of
personal learning
Self-assessments
                                                           •
way to share educational responsibility
    ...
S e lf-as s e s s me nt
 Ultimate o utc o me o f hig he r e duc atio n is fo r
s tude nts to de ve lo p as inde pe nde nt ...
Self-assessment articles

                     80
number of articles


                     60

                     40

 ...
Purpose of study
• To determine if students could be taught to
  improve their ability to self-assess

• If students that ...
Study design

              Complete          Complete 1 hr    Faculty
77 students   3 hr exam        self-assessment   gr...
Results and Relevance
       • Results showed self
        assessment skills improved

       • Self-assessment explained
...
Assessments
• Diagnostic
  Identifies student need and knowledge; usually
  multiple choice
• Formative
  Typically during...
Predicting performance
• SAT is limited in ability to predict first year
  college GPA

     2004, California and the SAT...
Predicting performance
• SAT is limited in ability to predict first year
  college GPA
• Pre-admission criteria to dental ...
Predicting performance
• SAT is limited in ability to predict first year
  college GPA
• Pre-admission criteria to dental ...
• Summative exams in preclinical courses do not predict
     clinical performance, even in the same discipline

      200...
Predicting Performance
                                           •
ot from summative exams
                              ...
Outline


•Types of assessments
•Assessments as an educational tool
•Accreditation standards
Assessments at their best
  •Determine if students are learning what you
  expect them to learn
  •Can help motivate and d...
Assessments at their worst
• Frustrate students when assessments not
  matched to the teaching style
Assessments at their worst
• Frustrate students when assessments not
  matched to the teaching style
• Motivate students t...
Motivate students towards performance rather
than mastery
Assessments at their worst
• Frustrate students when assessments not matched to
  the teaching style
• Motivate students t...
Assessments at their worst
• Frustrate students when assessments not
  matched to the teaching style
• Motivate students t...
Outline


•Types of assessments
•Assessments as an educational tool
•Assessments and accreditation standards
Predicting Performance
                                                       •
ot from summative exams
                  ...
Input to accreditation standards
                                                             •
Needs to be behavioral mor...
Accreditation standards;
               Medicine, Nursing
                                                        •
“trial...
Accreditation standards
                                              •


                                              •
...
Summary
• Assessments are powerful tools
• Summative assessments have value but
  are limited in predicting future perform...
Thank you
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Presentation Assessments

  1. 1. Accreditation standards and self-assessment Self-study as an institutional self-assessment Goals to assess his or her own performance Graduates must be competent in self-assessment Assessments at all levels of the academic enterprise Don Curtis, UCSF
  2. 2. Outline •Types of assessments •Assessments as an educational tool •Accreditation standards
  3. 3. Assessments • Diagnostic Identifies student need and knowledge; usually multiple choice • Formative Typically during learning experience, multiple choice, portfolio, peer, self-assessment • Summative Quantitative grade, threshold, certification, makes judgment about achievement, typically multiple choice
  4. 4. Types of Formative Assessments Peer assessments Portfolio Self-assessments
  5. 5. Self-assessment • Active process of developing an awareness of personal learning
  6. 6. Self-assessments • way to share educational responsibility • way to develop patterns of reflective learning • rovide students with a realistic sense of their own strengths and weaknesses • uide students towards responsible self-directed learning
  7. 7. S e lf-as s e s s me nt Ultimate o utc o me o f hig he r e duc atio n is fo r s tude nts to de ve lo p as inde pe nde nt le arne rs and a de fining c harac te ris tic o f inde pe nde nt le arne rs is ac c urac y in s e lf-as s e s s me nt. As s e s s me nt in Hig he r Educ atio n , Cas s idy , 2007
  8. 8. Self-assessment articles 80 number of articles 60 40 20 0 1985 1995 2005 year Pub Med Eric Education Full Text
  9. 9. Purpose of study • To determine if students could be taught to improve their ability to self-assess • If students that improved the most on successive self-assessments improved the most on successive examinations Curtis DA, Lind SL et al. JDE, 2008
  10. 10. Study design Complete Complete 1 hr Faculty 77 students 3 hr exam self-assessment grading Entire process repeated 5 weeks later
  11. 11. Results and Relevance • Results showed self assessment skills improved • Self-assessment explained 16% (R2=0.164) of the improvement in examination scores Curtis, JDE, 2008; Koivula, Sex Roles, 2001; Wright, Educ Meas, 2005
  12. 12. Assessments • Diagnostic Identifies student need and knowledge; usually multiple choice • Formative Typically during learning experience, multiple choice, portfolio, peer, self-assessment • Summative Quantitative grade, threshold, certification, makes judgment about achievement, typically multiple choice
  13. 13. Predicting performance • SAT is limited in ability to predict first year college GPA  2004, California and the SAT, Zwick,R  77,000 UC applicants  High school GPA, SAT I, SAT II,  Showed SAT I predicts 8.4% (R2= 0.084) of first year college GPA
  14. 14. Predicting performance • SAT is limited in ability to predict first year college GPA • Pre-admission criteria to dental school do not predict dental school GPA  2007, Curtis et al, JDE  GPA, SGPA, PAT, DAT, academic rating of college, units/quarter  Weak correlations; r = 0.15 – 0.36
  15. 15. Predicting performance • SAT is limited in ability to predict first year college GPA • Pre-admission criteria to dental school do not predict dental school GPA • Summative exams in preclinical courses do not predict clinical performance, even in the same discipline
  16. 16. • Summative exams in preclinical courses do not predict clinical performance, even in the same discipline  2007, JDE, Curtis et al  82 students; correlation between knowledge based OSCE , skills based typodont and clinical competency exam OSCE, r = 0.21 Typodont; r = 0.03 Clinical Exam
  17. 17. Predicting Performance • ot from summative exams • ot from pre-clinical skills • ot from simulation assessments; OSCE etc • linical experience??? • elf-assessment????
  18. 18. Outline •Types of assessments •Assessments as an educational tool •Accreditation standards
  19. 19. Assessments at their best •Determine if students are learning what you expect them to learn •Can help motivate and direct student learning •Provide feedback on instructional effectiveness •Can reinforce and stimulate future learning, discovery
  20. 20. Assessments at their worst • Frustrate students when assessments not matched to the teaching style
  21. 21. Assessments at their worst • Frustrate students when assessments not matched to the teaching style • Motivate students towards performance rather than mastery
  22. 22. Motivate students towards performance rather than mastery
  23. 23. Assessments at their worst • Frustrate students when assessments not matched to the teaching style • Motivate students towards performance rather than mastery • Empower the assessor over the student being assessed
  24. 24. Assessments at their worst • Frustrate students when assessments not matched to the teaching style • Motivate students towards performance rather than mastery • Empower the assessor over the student being assessed • Create unprofessional/unethical behavior
  25. 25. Outline •Types of assessments •Assessments as an educational tool •Assessments and accreditation standards
  26. 26. Predicting Performance • ot from summative exams • ot from pre-clinical skills • ot from simulation assessments; OSCE etc • esson; similiar experiences predict like experiences • linical experience???
  27. 27. Input to accreditation standards • Needs to be behavioral more than numbers • We lack the outcome data to state what the educational best practices should be but--- • e do need to establish foundation knowledge • linical experience is the best predictor of future success
  28. 28. Accreditation standards; Medicine, Nursing • “trial by fire” • the experimental model theory: •M ost clinical skills in medicine are taught in an apprentice style, and clinical education is primarily based on experimental learning. Reznick, NEJM,2006
  29. 29. Accreditation standards • • Trends in California State Board complaints • Trends in recent graduate reports • Access to care issues
  30. 30. Summary • Assessments are powerful tools • Summative assessments have value but are limited in predicting future performance • Self-assessment is about students learning to learn which is the most important skill students need to succeed
  31. 31. Thank you

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