Assessment and Evaluation of Medical Students - ROJoson TPORs

ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Assessment and Evaluation of Medical
Students – ROJoson TPORs
TPORs – Thoughts, Perceptions, Opinions and Recommendations

Learning
Learning objectives:
1) Know the difference/s between ASSESSMENT and
EVALUATION in medical education.
2) Given a description of an activity or task, identify
whether it is ASSESSMENT or EVALUATION being done.
3) Know the relationship of tools to measure students'
learning to ASSESSMENT and EVALUATION.

Learning
Loosely used,
assessment and evaluation may mean or connote
the same thing
in determining the amount of knowledge; level of
performance of skills; and scale of attitude
present or acquired by students
before and after a study.
In such a case, they are oftentimes used
interchangeably.

Learning
Strictly speaking, however,
most educators say assessment and evaluation have
different connotations or meanings and should not
be used interchangeably.
Unfortunately, they are not unanimous in stating the
differences.
This is the reason for the confusion on the two
terms.

Learning
I have researched on the issue and I will give my
thoughts, perceptions, opinions and
recommendations on the differences between
assessment and evaluation and in the context of a
medical school.
That’s why I entitled this manuscript as Assessment
and Evaluation of Medical Students – ROJoson
TPORs.

Learning
In determining the amount of knowledge present or
acquired by students before and after a study, also
the level of performance of skills and the scale of
attitude,
both assessment and evaluation CAN and ARE
usually used.
The main question is what actions constitute
ASSESSMENT and what constitute EVALUATION?

Learning
The most important thing to know and remember is
that the starting point of the difference between
assessment and evaluation lies within the intent of
use.

Learning
INTENT OF USE
If the intent is to make a judgment on the quantity
and quality of the students’ learning, then
EVALUATION is the right term to use.
If the intent is to monitor learning, identify strengths
and weaknesses, and provide feedback on areas of
improvement, then ASSESSMENT is the right term to
use.

Learning
To formally define each term,
ASSESSMENT is process of gathering information to
monitor on students’ learning / performance
whereas
EVALUATION is the process of analyzing, reflecting
upon, and summarizing the assessment information,
and then making judgment and/or decision on the
quantity and quality of students’ learning /
performance.

Learning
Simply put,
ASSESSMENT is diagnostic whereas
EVALUATION is judgmental on the quantity and
quality of students’ learning / performance.

Learning
If both assessment and evaluation are used,
assessment comes before evaluation..
Assessment is conducted during the learning process
whereas
evaluation is usually held at the end of the learning
process such as at the end of a learning activity; a
chapter; a topic; a course of study; or at end of study
period such as semester/s, trimester/s, or year/s.

Learning
Thus, ASSESSMENT is concerned with process or is
process-oriented
whereas
EVALUATION focuses on product or is product-
oriented.

Learning
Examples are given below for better
understanding of the differences between
assessment and evaluation in the context of a
medical school.

Learning
A teacher gave a pretest before the formal
learning activity.
This pretest is ASSESSMENT.
At the end of the learning activity, the teacher
gave a posttest.
The posttest is EVALUATION.

Learning
A teacher wanted to determine the amount of knowledge of
the students acquired after a course of study over one
semester or trimester. The teacher gave a written test with
a predetermined passing score of 75%. What the teacher
did was an EVALUATION.
Those students who got a grade of 75% or higher passed the
course of study whereas those, below 75%, failed. This is
part of the evaluation process. There was a judgment and
decision done, which students passed and which students
failed.

Learning
A teacher gave a series of quizzes and tests during the
course of a study over one semester or trimester. The
quizzes and tests were graded. The teacher should decide
whether the series of quizzes and tests would be diagnostic
and formative (to monitor learning, identify strengths and
weaknesses and provide feedback) or would be part of the
final grade in the course.
If just diagnostic and formative, then what the teacher did
was an ASSESSMENT.

Learning
A popular specific term for this is FORMATIVE ASSESSMENT
to differentiate it from SUMMATIVE ASSESSEMENT (to be
expounded below).
If the scores will be part of the final grade in the course,
what the teacher did was an EVALUATION.
Thus, as can be seen in this example, evaluation can be done
during or within the course as long as the teacher decides
there is to be an accompanying judgment or decision on
pass or fail on the tests to be administered.

Learning
Note there is a dichotomous term for FORMATIVE
ASSESSMENT mentioned above that is commonly used by
the educators and which may cause confusion on the
differences between ASSESSMENT and EVALUATION
(connoting overlap or seemingly can be used
interchangeably).
The term is SUMMATIVE ASSESSMENT and this is
synonymous with EVALUATION.

Learning
SUMMATIVE ASSESSMENT = EVALUATION
Take note this is the only time when this kind of
ASSESSMENT (SUMMATIVE) is the same as EVALUATION.
SUMMATIVE ASSESSMENT is defined as a method of
evaluation performed at the END of a learning unit or course
of study that allows a teacher to measure student's learning
/ performance.

Learning
On assessment and evaluation of skills of students.
A teacher used continuous or intermittent observation with
a checklist and rating scales to determine the levels of
performance of skills of students. He decided that he would
continuously or intermittently give feedback to the students
on their levels of performance with scores on the checklist
and rating scales being used. Doing so, the teacher is doing
an ASSESSMENT (monitoring level of performance,
identifying weaknesses and strengths, providing feedback,
etc.).

Learning
On assessment and evaluation of skills of students.
If at the end of the course of learning, the teacher decided
to give one last act of observation with one final score or
grade, then he is now doing an EVALUATION.

Learning
On assessment and evaluation of attitude of students.
A teacher used continuous or intermittent observation and
analysis using a combination of a checklist and rating scales,
reflection papers or projects to determine the scale of
attitude of the students.
At the time that the teacher is asked to give a final judgment
on the attitude of the students, usually at the end of the
observation period, the score or grade that he will give
constitutes an EVALUATION.

Learning
On assessment and evaluation of attitude of students.
Before the EVALUATION time, the scores that he was giving
during the observation and analysis period constitute an
ASSESSMENT. During ASSESSMENT, he was monitoring and
providing feedback to the students on their attitude.

Learning
The medical school administered a comprehensive
examination at the end of the second year and
fourth year of medical schooling. The passing score
is 75%.
These comprehensive examinations are considered
EVALUATION.
There were some students who failed, some passed.
There was a judgment and decision made on which
students could be promoted to the third year and
which students would be allowed to graduate.

Learning
At the end of the medical study, the medical school
administration determined who would pass and who would
not be allowed to graduate. The medical school
administration determined the ranking of the students and
decided which students would be given awards and
recognized with honors. All the above actions constitute
judgment and therefore, EVALUATION, and NOT
ASSESSMENT.
However, take note that EVALUATION make use of all
ASSESSMENT information from start to end of medical study
to make judgment and decision.

Learning
A last word on relationship of
tools or procedures in measuring students’ learning
to
ASSESSMENT and EVALUATION.

Learning
TESTS, EXAMINATIONS and QUIZZES are popular terms.
Just as there may be confusion and interchangeable usage
on ASSSESSMENT and EVALUATION, tests, examinations, and
quizzes at times are used also interchangeably with both
ASSESSMENT and EVALUATION.
Again, there is or are differences among TOOLS OR
PROCEDURES IN MEASURING STUDENTS’ LEARNING (which
are exemplified by TESTS, EXAMS, QUIZZES), ASSESSMENT
and EVALUATION.

Learning
Tools or procedures in measuring students’ learning are not
limited to tests, exams and quizzes.
By the way, quizzes connote smaller or shorter tests and
exams. Tests and exams can be synonymous but
examination is a more formal term.

Learning
Basically, there are at least three categories of tools or
procedures in measuring students’ learning.
These are:
1) Tests
2) Observation
3) Projects
There could be more categories.

Learning
TESTS
Examples of common TESTS being done are
written tests (paper-pencil or digital / online)
and oral exams (face-to-face or tele /online).

Learning
OBSERVATION
Examples of common procedures being done
using OBSERVATION are the practical exams;
the Objective Structured Clinical Examination
(OSCE) and observation of performance skills
and attitude using checklists and rating scales.

Learning
PROJECTS
Examples of PROJECTS being done to measure
students’ learning are case study and
discussion; management of actual problem-
solving situations; research projects; and
learning and reflection portfolios; etc.

Learning
Statements or policies describing the relationship of tools or
procedures in measuring students’ learning to ASSESSMENT
and EVALUATION are the following:
- The tools or procedures for measuring students’ learning
are not always for ASSESSMENT nor for EVALUATION.
They can be used in both ASSESSMENT and EVALUATION.
- The objective of the tools or procedures has just has to be
spelled out whether they will diagnostic and formative or
judgmental and summative.

Assessment and Evaluation of Medical Students - ROJoson TPORs

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