Assessment refers to evaluating a trainee's progress against defined criteria in order to measure competence and performance. It is important to assess medical students to certify their ability to care for human life. Effective assessment involves defining objectives, planning assessments, implementing educational programs, and using feedback to evaluate and improve outcomes. Formative assessment provides ongoing feedback to improve teaching and learning, while summative assessment evaluates competency at the end of a course. The document discusses principles of effective assessment, different assessment methods used in medical education, and how to better align current assessment practices with formative assessment principles.

1. ASSESSMENTDr. Hironmoy Roy
MD (Anat), FAIMER Fellow, MBA (NIBM, Pune)

2. • Assessment is a systematic procedure of value
judgment-
To measure a trainee’s progress
Against a defined criteria

3. We need to assess a medical students
because,
We are to certify them to deal with
human life

4. 6
Dynamics of an Educational Program
Define
objectives
Plan for
assessment
Develop
Inputs
process
Implement
programme
Evaluate
outputFeedback

5. Assessment
• refers to any formal or purported action/task to obtain
information about the competence and performance
of a student.
Term: used in context of students
Evaluation
• on the other hand , it means passing a value
judgment on the quality or worth
Term: Used in context of educational programme.
Assessment Vs Evaluation

6. •How Assessment helps us?
• It gives “Feedback” to ----
students (where are they?),
teachers (where are we?),
the entire medical education system (How far to
go?)
• It is a guideline for Quality Assurance in ME

7. Principles of Assessment
Validity It measures, what it intends to measure
Reliability Repeatability, same result on repetition
Transparent All stakeholders know how it will be done
Relevant In today's context
Doable In present infrastructure
Equitable All students shall be exposed in same
Ongoing Like “cine-film”
Motivating Shall motivate students
Must carry feedback Must have scope of feedback

8. Miller’s pyramid for clinical competence

9. The assessment of cognition deals with
knowledge and its application
•knows
•knows how

10. The assessment of behaviour deals with
•assessment of competence under
controlled
conditions(shows how)
•assessment of competence in practice or the

11. Types of Assessment, that we are used to…..
University
Prof Exam
Semester
Exam
Part
Completion
Exam
Item
clearance
Ward
Completion

12. What GME says ?

13. Types
• Summative Assessment
• Formative Assessment
• Continuous Internal Assessment (CIA)

14. Summative Assessment
• End-term examination, that takes into
consideration of skills & knowledge acquired
during entire course. Like. University Prof
Exams

15. Formative Assessment
• Monitor students’ learning and provides
ongoing feedback
• Feedback applicable to the Teacher/Student
as well as the teaching-learning process
• No pass/fail system
• No marking/gradation- IDEAL

16. Points Formative Summative
What Assessment for
learning
Assessment of
learning
Purpose Improve teaching &
learning
Assessment of
competency
When Ongoing At the end of
course
How used
by System
Learn through feedback
& practice
Grades

17. Formative
Assessment
Summative
Assessment

18. What FA
is
 It is a PLANNED process.
 It is used by both teachers & students
 Takes place DURING instruction.
 It provides assessment-based feedback to both
teachers & students.
 It helps teachers & students make adjustments that
will improve student achievement.

19. What it is NOT
 It is not a graded test.
 It is not a part of the grading system.
 It is not just probing and charting.
 It is not random observations.
 It is not just good instruction.
Feedback= the promise of FA

20. Continuous Internal Assessment
• Takes place DURING instruction
• Regular, May be unplanned , unstructured
• Carried on at any day, any time, any where
• To assess those abilities, which cannot be
evaluated in term-end exam
• No marks, no grades
• Structured Feedback
• CIA should be on the process of learning rather
than on the product. (MCI)

21. CIA
• Continuous assessment can take various
forms, depending on the final objectives and
competencies. A few examples:
– Regular observation of practical skills or attitudes,
e.g. nursing skills, your team’s collaboration skills,
collaboration during tutorials, etc.
– Regular assessment of your verbal language skills.

22. CIA
• Continuous assessment can take place within various
types of contact moments, e.g. practicals,
workshops, lectures, placements, projects, cases,
etc.
• Continuous assessment often goes hand in hand
with information about: the assessment criteria,
how you performed, what went smoothly, what
went less smoothly, and the things you still have to
work on.

23. Assessment in our system
What actually happens
Professional Exams, are the
Ending Exam for a Subject.
Marking is there.
No scope of feedback
Summative
Assessment

24. Assessment in our system
What actually happens
Out of the Total marks of Prof
Exam, 20% marks is from “Internal
Assessment”.
50% of IA marks comes from
Semester Exams.
50% of IA marks comes from CIA.

25. Assessment in our system
What actually happens
Out of the Total marks of Prof
Exam, 20% marks is from “Internal
Assessment”.
50% of IA marks comes from
Semester Exams.
50% of IA marks comes from CIA.
As there is “marking system” it contradicts the concept of FA.

26. Let us plan an assessment programme
Whom to assess ?
What to Assess ? Learning Objective, Learning
Domain,
Chapters to be covered
Which level of Millar’s pyramid
to be addressed ?
K/KH/SH/D
Which tool is liked to be used ? Theory Q, Long Case/ Short
case/ spot case/ Mini CEX/
DOPS

27. STORY OF TANDOORI CHICKEN !!!!
Ack. Dr. Satyajit Saha, Asst. Prof, Anatomy, CNMC

28. Must have
Ack. Dr. Satyajit Saha, Asst. Prof, Anatomy, CNMC

29. Must have (s)
Ack. Dr. Satyajit Saha, Asst. Prof, Anatomy, CNMC

30. End Product of Must have (s)
Ack. Dr. Satyajit Saha, Asst. Prof, Anatomy, CNMC

31. good-to-have
Ack. Dr. Satyajit Saha, Asst. Prof, Anatomy, CNMC

32. nice-to-have (s)
Ack. Dr. Satyajit Saha, Asst. Prof, Anatomy, CNMC

33. In total---- finally
Ack. Dr. Satyajit Saha, Asst. Prof, Anatomy, CNMC

34. Without must have
Ack. Dr. Satyajit Saha, Asst. Prof, Anatomy, CNMC

36. Planning our theory question
Group A
SEQ =1(2) X 12
Group B
SEQ= 2 (3) X 7
Group C
Short Note
3 (4) x 4=12
Group D
Explain why
4 (4) x 3= 12
50% is the Pass marks
75% is Honors marks

38. Give an account on the Middle ear cavity.
Describe the formation of brachial plexus.
Discuss the modifications of spinal pia mater.
Write briefly on spinal pia mater.
Short note - Fornix

39. Enumerate the muscles of Middle ear cavity & their
nerve supply.
Enlist the modifications of spinal pia mater with
pictorial presentation.
Short note-
Cerebral Fornix- which type of white fibre is it and
why?

40. We MUST AVOID using vague action-
verbs;
Describe
Discuss
Give an account
Write an essay
Write briefly
…….as they are not at all SMART to assess.

41. “Short note” Group need to be revisited.
Example……
ORS- Its composition & Indication of use
[1.5+1.5=3 marks]
ORS [3 marks]

46. Planning the viva table
Structured Viva-voce Exam (SVVE)-
• Sets of equitable question-cards are prepared
each having equal numbers of questions with
equal numbers of parts, arranged successively
with increasing difficulty and equal marks.
All are packed & sealed in envelope.
• Students are to pickup cards as lottery and
needs to reply.

47. Planning the viva table
Objective Structured Viva Exam (OSVE)-
Station – based
Student needs to move from one station to
another
In each station one question card is there,
written with one structured question, what
he needs to reply on-spot to the station-
attendee/observer; who will match the reply
with checklist.

48. The questions shall must be-
• Clear
• Short
• Precise
• Unequivocal
• In proper sequence of increasing difficulty