Chossing right assessment method
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This document discusses choosing the right assessment method for measuring student competence and performance. It defines the key differences between assessment and evaluation. Assessment formally measures student competence, while evaluation makes a value judgment. The right assessment method depends on the competency, objective, and learning method. A good method will be valid, reliable, standardized, and have educational impact. Some common assessment tools mentioned include essays, short answers, multiple choice questions, long/short cases, OSCEs, mini-CEX, CBDs, simulations, and DOPS. Factors like required resources, reliability over time, and ability to measure different competencies are considered for each tool.
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Chossing right assessment method
- 1. Choosing the right assessment method Dr. Hironmoy Roy MD, MBA, DHM, FAIMER (2015) Sr. Asst. Professor (Anat) Dept of Medical Education
- 2. Assessment vs Evaluation Assessment • Formal action to measure the competence or performance of the students. • Used in context of students (where the student is now?) Evaluation • Value judgment, on a quality or worth • Used in context of any educational/national programmes
- 4. We need to choose right assessment method • For a given--- (1) Competency (2) Objective (3) Learning methodVALID RELIABLE STANDARDISED
- 5. Choosing a tool… A tool will be • Valid: Does it really measure, what it is to measure? • Reliable: Does it measure consistently? • Educational impact: Does it has effect on teaching- learning? • Acceptable: Is it really acceptable to all stakeholders/ staffs/ teachers-students? • Doable in the infrastructure • cheap
- 8. Some well known tools… • Essay type question (EQ) • Structured essay type question (SEQ) • Short answer questions (SQ) • Multiple choice questions (MCQ)
- 9. Some well known tools… • Traditional Long case/ short case • OSCE/OSPE • Mini CEX • Case based discussion (CBD) • 360 degree assessment • Simulation (real/virtual) • DOPS
- 10. OSCE KSAC (mainly basic clinical skill) • Different stations= discrete activities= competencies • Each students is exposed in all stations • “Checklist” is the life of it. • 8 to 18 stations are ideal
- 11. CBD KSAC • Case record is picked up • Student justifies the treatment
- 12. 360 degree assessment KSAC a multi-source feedback to individual’s competency from multiple perspective, which is objectively collected by a predefined tool. Who are the evaluators? Peers Subordinate Student Patient Patient party administrator
- 13. Mini CEX (Mini Clinical Examination) • KSAC • 15-20 minutes shot to assess a component (competencies) of a long case • Immediate & structured feedback • Competencies those are usually assessed- 1. History taking 2. Physical examination 3. Counseling 4. Communication 5. Professionalism
- 14. DOPS • KSAC • Same as Mini CEX • Focuses only on procedural skill
- 15. Does Shows How Knows how Knows Mini CEX, DOPS, WPBA 360 degree assessment Long case, short case, OSCE/OSPE PBL, TBL Essay Q, Mod EQ, Short AQ, MCQ, Oral-Viva
- 17. TIME Given Traditi onal Oral Viva Traditi onal Long case CBL OSCE Mini CEX PBL MCQ 1 hr 0.50 0.60 0.68 0.47 0.73 0.36 0.62 2 hr 0.69 0.75 0.73 0.64 0.84 0.53 0.76 4 hr 0.82 0.86 0.84 0.78 0.92 0.69 0.93 8 hr 0.90 0.88 0.82 0.96 0.93 0.82 0.93
- 18. 0 0.2 0.4 0.6 0.8 1 1.2 1 hr 2 hr 4 hr 8hr Traditional Oral Viva Traditional Long case CBL OSCE Mini CEX PBL MCQ