This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.

3. Data are simply facts or figures – the “bits”
of information
When data are processed, interpreted, and
organized to make them meaningful, they
are called Information
Knowledge is created when information is
applied and made useful.We create
knowledge, construct knowledge, and apply
knowledge to solve problems.

4. Assessment applies to learners. We assess
the extent to which students or trainees have
acquired knowledge and skills.
Evaluation usually applies to programs. It is
the process of determining the merit, worth,
or value of something, called the evaluand.
Measurement is how we determine
attributes or dimensions of that which is
being studied.

7. The Scale at the
Conference in
New Orleans:
Valid or Reliable?

9. Inter-rater Reliability:
A Story of Asparagus

10. Does
(action)
Shows how
(performance)
Knows how
(competence)
Knows
(knowledge) Miller, 1990, with adaptation in 2016 by Cruess et al.
Is
(development of a
professional identity)
Consistently demonstrates the attitudes, values,
and behaviors expected of one who has come to
“think, act, and feel like a physician”
Consciously demonstrates the behaviors expected of
a physician
Demonstrates the behaviors expected of a physician
under supervision
Knows when individual behaviors are appropriate
Knows the behavioral norms expected of a physician

11. Create
Evaluate
Analyze
Apply
Understand
Remember

13. Three Purposes of Assessment
•To make decisions about learners’
performance
•To evaluate the effectiveness of the
curriculum
•To PROMOTE LEARNING

15. Assessment OF Learning or FOR Learning?
Assessment: the process of establishing successful learning
• Assessment OF learning: (Focus on what the FACULTY will
do)
• Assessment FOR learning: (Focus on what the LEARNER
will do)

16. Your Experiences

17. Assessment for Learning:What
does the literature say?

18. Teaching
and
Learning
Activities
Feedback and
Assessment
Learning Goals and Objectives

19. An Assessment System FOR Learning
Goals / Outcomes/Competencies
What do you want your learners to be able to do?
What do you want your learners to know?
Skills/Behaviors Curriculum Assessment
1.
2. How to get there? Does it promote
learning?
Essential Foundational Components
Consider the assessment culture, faculty development,
support, resources

20. Designing Assessment for Learning
• New Programs

23. NOVEMBER 6 – CHAPTER 7
NOVEMBER 13 – CHAPTERS 8 AND 9
NOVEMBER 20 – CHAPTERS 10 AND 12
• Simulations and Models