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Internal assessment & formative assessment
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- 2. LEARNING OBJECTIVE ATTHE END OF TALK, THE PARTICIPATING FACULTY MUST BE ABLE TO 1. DEFINE & DISTINGUISH INTERNAL ASSESSMENT & FORMATIVE ASSESSMENT 2. IDENTIFY THE KEY FEATURES & NEED OF THESE ASSESSMENTS 3. IDENTIFY THE TOOLS TO PERFORM THEM & WHAT TO ASSESS 4. SHORTCOMINGS OF INTERNAL ASSESSMENT & STRATEGIES TO IMPROVE THEM 4. DEVELOP A PLAN FOR THESE ASSESSMENTS FOR THEIR SUBJECT
- 3. ASSESSMENT VS EVALUATION ASSESSMENT – ONGOING, FEEDBACK, SELF REFLECTION, IMPROVE QUALITY, MEASURES LEARNING OUTCOMES EVALUATION – JUDGEMENTAL, JUDGES QUALITY, MEASURES COURSE OUTCOMES,SOMETHING TO DO TO STUDENTS Exam fear “ Mugging 1 year syllabus tonight” “Guess work” “Book marking” – what a teacher wants Assessment - ”Assidare” – to sit beside,SOMEHING TO DO WITH FOR STUDENTS
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- 5. FORMATIVE vs SUMMATIVE FORMATIVE – Assessment for learning – decide where the learner stands, where they intend to go and how to reach there During learning, more than once, throughout the year to enhance learning Feedback & Self reflection, motivation, sets high standards Check all competencies, involve students, no fear/ stress SUMMATIVE – Assessment of learning, judgemental, end of course, comparison with peers, perform on given day, limited syllabus, limited competencies covered, aim to pass not learn - CERTIFICATION
- 6. FORMATIVE ASSESSMENT- CLASS ROOM ASSIGNMENTS, END POSTING TEST,LOG BOOK,QUIZES, END TOPIC TEST SUMMATIVE ASSESSMENT - TEST, PERFORMANCES, EXAMS, PROJECTS
- 7. INTERNAL ASSESSMENT Processused by teachers and student to recognise and respond to student learning, done during learning to enhance learning No external Assess all competencies Throughout year - Regular periodic exams Involve all teachers of the subject Track the progress of learner Feedback & remedial measures – extra classes, tests
- 8. Gardener to plant/Facilitator to student through IA
- 9. NEW CBME 50%IA must – Qualifying criteria Log book – to certify all required competencies Marks not added to university exams Separate marks added on the marks sheet Feedback – structured/ unstructured Source data has to be shared with students
- 10. TOOLS DAY TODAY ASSESSMENTS/ RECORDS STUDENT ASSIGNMENT EVALUATION SEMINAR CASE PRESENTATION PROBLEM SOLVING EXERCISE COMMUNITY PROJECTS MCQ - END CHAPTER
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- 12. Competencies and Tools Skills – intubation, minor surgeries, emergency procedures, communication, professionalism and ethics Knowledge Competence – what the student can do – Knows, knows how – LAQ, SAQ, MCQ, Viva, RQ Performance – what the student does – shows how, does – OSCE/OSPE, Mini Cex, DOPS, Portfolio, Workplace based assessment, Log book
- 13. IA PATTERN AcademicKnowledge – 80% Other activities – Daily observed work, attendance, presentation in seminars – 20% Multiple examiners Multiple settings VALID & RELIABLE Only 1 test in a week Not to compare students
- 14. Regular periodicexamination Timely correct feedback Medicine & allied – IA marks allotted to allied – dermatology, psychiatry, resp medicine (10% each) Surgery & allied – ortho (20%), radiology (10%), anaesthesia (10%)
- 15. Steps in Assessment Define learning objectives Perform T L process Select assessment tools Conduct assessment Decide marks Score Analyse Give feedback Not right – look at the alternative method
- 16. CRITICISM OF IA NO UNIFORM IMPLEMENTATION NO EXTERNAL REGULATION MISUSE RELIABILITY VALIDITY
- 17. ROAD AHEAD FORMATIVE ASSESSMENT OF COMPETENCIES TRANSPARENCY GOOD RECORD KEEPING MULTIPLE EXAMINERS MULTIPLE EXAMS FEEDBACK
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