Tools in Measuring Program and Learning Outcomes - A Guide in Scoring and Gra...Reynaldo Joson
This document provides guidance on scoring and grading systems for measuring outcomes of medical students. It discusses key terms like points, scores, grades and how they are defined. It also outlines the recommended framework to measure student performance, including using test-based, observation-based and project-based tools. The document recommends medical schools establish clear policies and procedures for determining pass scores on assessments in a defensible manner based on the assessment purpose and input from experts.
Tools in Measuring Program and Learning Outcomes of Medical Students – A Guid...Reynaldo Joson
The document discusses tools for measuring learning outcomes of medical students. It recommends categorizing tools as tests, observations, or projects. Tests involve written or oral questions, observations involve watching student performance, and projects involve hands-on work rated on criteria. Each tool measures different learning domains - tests measure cognitive, observations measure psychomotor and affective, and projects holistically measure all three. The document provides examples of specific tools and operational meanings for the categories.
Assessment and Evaluation of Medical Students - ROJoson TPORsReynaldo Joson
The document discusses the differences between assessment and evaluation in medical education. Assessment refers to monitoring student learning, identifying strengths and weaknesses, and providing feedback, while evaluation refers to making judgments about the quantity and quality of student learning. Some key points:
- Assessment is a formative, ongoing process, while evaluation is summative and occurs at the end of a learning period.
- Examples of assessment include pre-tests, quizzes used for feedback, and observational feedback on skills. Evaluation includes final exams, grades counting towards passing a course, and determinations of passing or graduating.
- While the terms are sometimes used interchangeably, assessment and evaluation have distinct purposes, with assessment being diagnostic and evaluation being
Assessment and Evaluation of Medical Students - ROJoson TPORsReynaldo Joson
The document discusses the differences between assessment and evaluation in medical education. Assessment refers to monitoring student learning through tests, quizzes, or observations and providing feedback, while evaluation makes a judgment on student performance and knowledge at the end of a learning period. Formative assessment is used for diagnostic purposes during learning, while summative assessment is synonymous with evaluation and is used to measure learning outcomes at the end of a course. The key difference is that assessment focuses on monitoring the learning process, and evaluation makes final judgments on learning products and outcomes.
Tools in Measuring Program and Learning Outcomes - A Guide in Designing a Mas...Reynaldo Joson
This document outlines the need to define program educational objectives, program outcomes, course-level learning outcomes, and session-level learning objectives to guide teaching, learning, and student assessment in medical education. It provides examples of objectives and outcomes for a Philippine medical school as required by CHED. The document also distinguishes between learning outcomes and learning objectives, and discusses using taxonomies like Bloom's to select assessment tools aligned with objectives and outcomes.
This document summarizes National University's assessment plan and processes. It describes the purpose of assessment as ensuring evidence-based decision making and high quality programs and graduates. Key aspects of the assessment plan include identifying program learning outcomes, using both direct and indirect measures to assess student learning, analyzing assessment data, and implementing improvements based on findings. Signature assignments are used across courses and programs to directly assess student work, and rubrics help ensure consistent and reliable evaluation. The goal is to close the assessment loop by reflecting on results and implementing recommended changes.
This document summarizes different types of assessment:
- Formative assessment is used during instruction to check understanding and guide teaching, while summative assessment is used at the end to evaluate learning.
- Assessment can be objective with single correct answers or subjective requiring judgment in scoring open responses.
- Assessment is either criterion-referenced, measuring against defined standards, or norm-referenced, comparing students to each other.
- Assessment modalities include oral, written, internal set by teachers, and external set by governing bodies. Formal assessments are planned while informal are unplanned observations.
The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
Tools in Measuring Program and Learning Outcomes - A Guide in Scoring and Gra...Reynaldo Joson
This document provides guidance on scoring and grading systems for measuring outcomes of medical students. It discusses key terms like points, scores, grades and how they are defined. It also outlines the recommended framework to measure student performance, including using test-based, observation-based and project-based tools. The document recommends medical schools establish clear policies and procedures for determining pass scores on assessments in a defensible manner based on the assessment purpose and input from experts.
Tools in Measuring Program and Learning Outcomes of Medical Students – A Guid...Reynaldo Joson
The document discusses tools for measuring learning outcomes of medical students. It recommends categorizing tools as tests, observations, or projects. Tests involve written or oral questions, observations involve watching student performance, and projects involve hands-on work rated on criteria. Each tool measures different learning domains - tests measure cognitive, observations measure psychomotor and affective, and projects holistically measure all three. The document provides examples of specific tools and operational meanings for the categories.
Assessment and Evaluation of Medical Students - ROJoson TPORsReynaldo Joson
The document discusses the differences between assessment and evaluation in medical education. Assessment refers to monitoring student learning, identifying strengths and weaknesses, and providing feedback, while evaluation refers to making judgments about the quantity and quality of student learning. Some key points:
- Assessment is a formative, ongoing process, while evaluation is summative and occurs at the end of a learning period.
- Examples of assessment include pre-tests, quizzes used for feedback, and observational feedback on skills. Evaluation includes final exams, grades counting towards passing a course, and determinations of passing or graduating.
- While the terms are sometimes used interchangeably, assessment and evaluation have distinct purposes, with assessment being diagnostic and evaluation being
Assessment and Evaluation of Medical Students - ROJoson TPORsReynaldo Joson
The document discusses the differences between assessment and evaluation in medical education. Assessment refers to monitoring student learning through tests, quizzes, or observations and providing feedback, while evaluation makes a judgment on student performance and knowledge at the end of a learning period. Formative assessment is used for diagnostic purposes during learning, while summative assessment is synonymous with evaluation and is used to measure learning outcomes at the end of a course. The key difference is that assessment focuses on monitoring the learning process, and evaluation makes final judgments on learning products and outcomes.
Tools in Measuring Program and Learning Outcomes - A Guide in Designing a Mas...Reynaldo Joson
This document outlines the need to define program educational objectives, program outcomes, course-level learning outcomes, and session-level learning objectives to guide teaching, learning, and student assessment in medical education. It provides examples of objectives and outcomes for a Philippine medical school as required by CHED. The document also distinguishes between learning outcomes and learning objectives, and discusses using taxonomies like Bloom's to select assessment tools aligned with objectives and outcomes.
This document summarizes National University's assessment plan and processes. It describes the purpose of assessment as ensuring evidence-based decision making and high quality programs and graduates. Key aspects of the assessment plan include identifying program learning outcomes, using both direct and indirect measures to assess student learning, analyzing assessment data, and implementing improvements based on findings. Signature assignments are used across courses and programs to directly assess student work, and rubrics help ensure consistent and reliable evaluation. The goal is to close the assessment loop by reflecting on results and implementing recommended changes.
This document summarizes different types of assessment:
- Formative assessment is used during instruction to check understanding and guide teaching, while summative assessment is used at the end to evaluate learning.
- Assessment can be objective with single correct answers or subjective requiring judgment in scoring open responses.
- Assessment is either criterion-referenced, measuring against defined standards, or norm-referenced, comparing students to each other.
- Assessment modalities include oral, written, internal set by teachers, and external set by governing bodies. Formal assessments are planned while informal are unplanned observations.
The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
This document provides an overview of key topics to be covered in an assessment learning outcomes course, including definitions of measurement, assessment, and evaluation. It discusses trends in standardized testing over the past 50 years, from a focus on minimum competencies to the No Child Left Behind Act and Race to the Top program emphasizing accountability and using test data to evaluate teachers. Both proponents and critics of high-stakes standardized testing are mentioned.
The document discusses measurement and evaluation in education. Measurement is the process of assigning a numerical value to quantify something, while evaluation involves making a qualitative judgment about the quality or extent to which objectives are achieved. Evaluation considers past results and goals, and can be objective-based. Formative evaluation provides feedback for improvement, while summative evaluation assesses achievement at the end. Various tools are used for educational evaluation, including tests, records, checklists, scales, and observations. Both measurement and evaluation are important for assessing student learning.
This document discusses using data to drive instruction and student learning. It emphasizes using multiple sources of student data, including standardized tests, observations, conversations and student work, to identify learning goals and diagnose student strengths and needs. The document also discusses tools like data disaggregation and student work analysis protocols to help teachers understand what students know and still need to learn in order to improve instruction. Finally, it provides information on the Common Core State Standards and 21st century skills emphasized by the Partnership for 21st Century Skills.
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
The document summarizes a research study that investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The study found that assessment design, interpretation, application, and administration were significant determinants of lecturers' assessment practices. A survey of 314 lecturers from public and private universities was conducted. Results showed that assessment design, interpretation, and application had a strong positive relationship with lecturers' assessment practices. The study concluded that focusing on in-service training to improve lecturers' skills in assessment practices could help upgrade assessment in Somali higher education.
The document describes Loyola University Maryland's process for assessing student learning assessment at the program level. It discusses the university's institutional context, student learning assessment committee, assessment reporting process, and rubric used to rate program-level assessment reports. Programs receive feedback on how their assessment reports were rated in order to continuously improve the assessment of student learning.
Evaluation plays a significant role in educational programs by assessing achievements, providing feedback, and identifying areas for improvement. It involves systematically collecting and analyzing information to make judgments about how well learning objectives are being met. Key concepts include testing, which uses instruments to measure samples of learner behavior; measurement, which assigns numbers to represent attributes; assessment, which qualitatively describes traits and processes; and evaluation, which makes comprehensive judgments of worth based on criteria. While related, these concepts differ in their degree of quantification, purposes, and standards. Evaluation goes beyond the others by determining the level of goal attainment.
Karthik Muralidharan on research on achieving universal quality primary educa...Twaweza
A presentation by Prof. Karthik Muralidharan on research on achieving universal quality primary education in India. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
You will be asked or may volunteer to participate in developing standardized tests for nursing. Standardized tests are commonly used in nursing education but have faced scrutiny regarding their validity and appropriateness. Two common standardized tests used in nursing are the ATI and NCLEX exams.
- Standardized tests are formal assessments administered under standardized conditions to large groups of students. They provide norm-referenced scores allowing comparison between students. Teacher-made tests are informal classroom assessments created by teachers.
- Standardized tests have established reliability and validity ensured through rigorous test construction procedures. Teacher tests may vary in reliability and validity.
- Standardized test results provide information on student achievement compared to peers. Teacher tests provide information on mastery of specific classroom content.
This document discusses measurement, evaluation, and tests in physical education. It defines these terms and explains their interrelationship. Measurement involves using tests to collect quantitative data about traits, while evaluation judges the worth of those measurements. Tests are tools used for measurement. The document also discusses the need for and modern trends in measurement and evaluation, such as increased accountability, emphasis on health-related fitness, and more sophisticated instruments. It explains how measurement and evaluation are important for setting objectives, assessing achievement, research, and responding to current issues in physical education.
This document discusses developing effective assessment instruments. It covers criterion-referenced versus norm-referenced tests, using portfolios for assessment, evaluating congruence between objectives and assessments, and Dick and Carey's five-step model for creating assessments. Key aspects include ensuring assessments measure the behaviors and criteria in course objectives, considering learner characteristics, and making assessments as realistic to the performance context as possible.
The University is reviewing its assessment approaches in light of new pedagogical methods enabled by technology. While the Open University allocates 50-60% of resources to assessment and feedback, students there undertake more assessment than comparable programs elsewhere. This is because degrees are built from individual courses, each with their own assessments, rather than assessing a whole qualification at once. eAssessment provides benefits like 24/7 availability and instant feedback, but there is variation in the number and type of assessments across different courses that could be made more consistent.
The University is reviewing its assessment approaches in light of new pedagogical methods enabled by technology. While the Open University allocates 50-60% of resources to assessment and feedback, students there undertake more assessment than comparable programs elsewhere. This is because degrees are built from individual courses, each with their own assessments, rather than assessing a whole qualification at once. eAssessment provides benefits like 24/7 availability and instant feedback, but there is variation in the number and type of assessments across different courses that could be made more consistent.
The document discusses curriculum evaluation. It defines curriculum evaluation as measuring and judging how well planned courses and programs achieve expected results to enable improvements. There are three main types of curriculum evaluation: formative evaluation occurs during development to improve programs, summative evaluation assesses programs' stated objectives after full implementation, and diagnostic evaluation identifies causes of learning issues for student placement or remediation. Curriculum evaluation informs education system units for policy, feedback, and continuous adjustment.
The document summarizes a presentation about institutional effectiveness and assessment in community colleges. It discusses how instruction, assessment, strategic planning and accreditation are related and why they matter. Key points covered include how instructional and institutional planning should correlate with assessments to drive improvements, the components of institutional effectiveness, an overview of strategic planning processes, and how assessments provide evidence for continuous improvement and accreditation.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Assessment and evaluation involve systematically gathering information on student learning and performance to improve instruction. Standardized tests and methods are used to make valid comparisons. DepEd Order No. 8 s. 2015 provides guidelines for classroom assessment in the Philippine basic education program, distinguishing formative from summative assessment. Formative assessment informs teaching while summative assessment measures standards mastery. A variety of assessment strategies and performance tasks are used for a holistic understanding of student competencies.
A Review Of Scientific And Humanistic Approaches In Curriculum EvaluationLori Moore
This document summarizes and compares various approaches to curriculum evaluation, including scientific/positivistic and qualitative/humanistic approaches. It provides detailed descriptions of several models of curriculum evaluation, including Provus Discrepancy Evaluation Model, Stake Congruence Contingency Evaluation Model, Stufflebeam's CIPP Model, Eisner's Connoisseurship Evaluation Model, and Stake's Responsive Evaluation Model. The document contrasts the quantitative and objective focus of scientific approaches with the qualitative and subjective focus of humanistic approaches to curriculum evaluation.
Collecting Information Please respond to the followingUsi.docxmary772
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
The document discusses key concepts related to teaching, learning, and assessment. It provides definitions and explanations of important terms like objectives, outcomes, assessment, evaluation, formative and summative assessment, and direct and indirect assessment methods. It emphasizes that the primary purpose of assessment is to improve student learning and that assessment should be connected to learning objectives and used to evaluate and enhance teaching, learning, and programs.
This document provides an overview of key topics to be covered in an assessment learning outcomes course, including definitions of measurement, assessment, and evaluation. It discusses trends in standardized testing over the past 50 years, from a focus on minimum competencies to the No Child Left Behind Act and Race to the Top program emphasizing accountability and using test data to evaluate teachers. Both proponents and critics of high-stakes standardized testing are mentioned.
The document discusses measurement and evaluation in education. Measurement is the process of assigning a numerical value to quantify something, while evaluation involves making a qualitative judgment about the quality or extent to which objectives are achieved. Evaluation considers past results and goals, and can be objective-based. Formative evaluation provides feedback for improvement, while summative evaluation assesses achievement at the end. Various tools are used for educational evaluation, including tests, records, checklists, scales, and observations. Both measurement and evaluation are important for assessing student learning.
This document discusses using data to drive instruction and student learning. It emphasizes using multiple sources of student data, including standardized tests, observations, conversations and student work, to identify learning goals and diagnose student strengths and needs. The document also discusses tools like data disaggregation and student work analysis protocols to help teachers understand what students know and still need to learn in order to improve instruction. Finally, it provides information on the Common Core State Standards and 21st century skills emphasized by the Partnership for 21st Century Skills.
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
The document summarizes a research study that investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The study found that assessment design, interpretation, application, and administration were significant determinants of lecturers' assessment practices. A survey of 314 lecturers from public and private universities was conducted. Results showed that assessment design, interpretation, and application had a strong positive relationship with lecturers' assessment practices. The study concluded that focusing on in-service training to improve lecturers' skills in assessment practices could help upgrade assessment in Somali higher education.
The document describes Loyola University Maryland's process for assessing student learning assessment at the program level. It discusses the university's institutional context, student learning assessment committee, assessment reporting process, and rubric used to rate program-level assessment reports. Programs receive feedback on how their assessment reports were rated in order to continuously improve the assessment of student learning.
Evaluation plays a significant role in educational programs by assessing achievements, providing feedback, and identifying areas for improvement. It involves systematically collecting and analyzing information to make judgments about how well learning objectives are being met. Key concepts include testing, which uses instruments to measure samples of learner behavior; measurement, which assigns numbers to represent attributes; assessment, which qualitatively describes traits and processes; and evaluation, which makes comprehensive judgments of worth based on criteria. While related, these concepts differ in their degree of quantification, purposes, and standards. Evaluation goes beyond the others by determining the level of goal attainment.
Karthik Muralidharan on research on achieving universal quality primary educa...Twaweza
A presentation by Prof. Karthik Muralidharan on research on achieving universal quality primary education in India. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
You will be asked or may volunteer to participate in developing standardized tests for nursing. Standardized tests are commonly used in nursing education but have faced scrutiny regarding their validity and appropriateness. Two common standardized tests used in nursing are the ATI and NCLEX exams.
- Standardized tests are formal assessments administered under standardized conditions to large groups of students. They provide norm-referenced scores allowing comparison between students. Teacher-made tests are informal classroom assessments created by teachers.
- Standardized tests have established reliability and validity ensured through rigorous test construction procedures. Teacher tests may vary in reliability and validity.
- Standardized test results provide information on student achievement compared to peers. Teacher tests provide information on mastery of specific classroom content.
This document discusses measurement, evaluation, and tests in physical education. It defines these terms and explains their interrelationship. Measurement involves using tests to collect quantitative data about traits, while evaluation judges the worth of those measurements. Tests are tools used for measurement. The document also discusses the need for and modern trends in measurement and evaluation, such as increased accountability, emphasis on health-related fitness, and more sophisticated instruments. It explains how measurement and evaluation are important for setting objectives, assessing achievement, research, and responding to current issues in physical education.
This document discusses developing effective assessment instruments. It covers criterion-referenced versus norm-referenced tests, using portfolios for assessment, evaluating congruence between objectives and assessments, and Dick and Carey's five-step model for creating assessments. Key aspects include ensuring assessments measure the behaviors and criteria in course objectives, considering learner characteristics, and making assessments as realistic to the performance context as possible.
The University is reviewing its assessment approaches in light of new pedagogical methods enabled by technology. While the Open University allocates 50-60% of resources to assessment and feedback, students there undertake more assessment than comparable programs elsewhere. This is because degrees are built from individual courses, each with their own assessments, rather than assessing a whole qualification at once. eAssessment provides benefits like 24/7 availability and instant feedback, but there is variation in the number and type of assessments across different courses that could be made more consistent.
The University is reviewing its assessment approaches in light of new pedagogical methods enabled by technology. While the Open University allocates 50-60% of resources to assessment and feedback, students there undertake more assessment than comparable programs elsewhere. This is because degrees are built from individual courses, each with their own assessments, rather than assessing a whole qualification at once. eAssessment provides benefits like 24/7 availability and instant feedback, but there is variation in the number and type of assessments across different courses that could be made more consistent.
The document discusses curriculum evaluation. It defines curriculum evaluation as measuring and judging how well planned courses and programs achieve expected results to enable improvements. There are three main types of curriculum evaluation: formative evaluation occurs during development to improve programs, summative evaluation assesses programs' stated objectives after full implementation, and diagnostic evaluation identifies causes of learning issues for student placement or remediation. Curriculum evaluation informs education system units for policy, feedback, and continuous adjustment.
The document summarizes a presentation about institutional effectiveness and assessment in community colleges. It discusses how instruction, assessment, strategic planning and accreditation are related and why they matter. Key points covered include how instructional and institutional planning should correlate with assessments to drive improvements, the components of institutional effectiveness, an overview of strategic planning processes, and how assessments provide evidence for continuous improvement and accreditation.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Assessment and evaluation involve systematically gathering information on student learning and performance to improve instruction. Standardized tests and methods are used to make valid comparisons. DepEd Order No. 8 s. 2015 provides guidelines for classroom assessment in the Philippine basic education program, distinguishing formative from summative assessment. Formative assessment informs teaching while summative assessment measures standards mastery. A variety of assessment strategies and performance tasks are used for a holistic understanding of student competencies.
A Review Of Scientific And Humanistic Approaches In Curriculum EvaluationLori Moore
This document summarizes and compares various approaches to curriculum evaluation, including scientific/positivistic and qualitative/humanistic approaches. It provides detailed descriptions of several models of curriculum evaluation, including Provus Discrepancy Evaluation Model, Stake Congruence Contingency Evaluation Model, Stufflebeam's CIPP Model, Eisner's Connoisseurship Evaluation Model, and Stake's Responsive Evaluation Model. The document contrasts the quantitative and objective focus of scientific approaches with the qualitative and subjective focus of humanistic approaches to curriculum evaluation.
Collecting Information Please respond to the followingUsi.docxmary772
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
The document discusses key concepts related to teaching, learning, and assessment. It provides definitions and explanations of important terms like objectives, outcomes, assessment, evaluation, formative and summative assessment, and direct and indirect assessment methods. It emphasizes that the primary purpose of assessment is to improve student learning and that assessment should be connected to learning objectives and used to evaluate and enhance teaching, learning, and programs.
Similar to Tools in Measuring Program and Learning Outcomes of Medical Students – A Guide in Scoring and Grading (Part3) (20)
ROJoson PEP Talk: High Blood Pressure (Hypertension) ManagementReynaldo Joson
The document provides information about a zoom session on April 13, 2024 from 1400H to 1500H on High Blood Pressure (Hypertension) Management. The objective is for laypeople to have an essential understanding of managing hypertension as part of their health management. The session will include a presentation, group pictures, an online test for a certificate, and feedback in the chat box. [/SUMMARY]
ROJoson PEP Talk: Does Biopsy Make Cancer Spread?Reynaldo Joson
This document contains information from a presentation on whether biopsies can cause cancer to spread. It defines a biopsy as a procedure that removes a sample of tissues, cells, or fluid from the body to examine for diagnosis. Different types of biopsies are described, including those that remove samples versus whole masses. Benefits of biopsies include obtaining a definite diagnosis to guide treatment planning. The document discusses the fear that biopsies may cause cancer seeding or spread, and defines cancer seeding as cancer cells spreading along the needle track during a biopsy.
ROJoson PEP Talk: Developing a Breast Self-Exam Habit through a Motivating AwardReynaldo Joson
This document outlines a Zoom presentation on developing a breast self-exam habit through motivating awards. It provides logistical details for the event, including the date, time, and instructions for participants. The presentation aims to teach laypeople how to perform breast self-exams and develop the habit through an awards program. It will cover what breast self-exams are, their importance, and how to properly conduct one. The speaker will advocate for their breast self-exam awards initiative to motivate more women to regularly perform self-exams.
ROJoson PEP Talk: CAN ONE SKIP RADIOACTIVE IODINE THERAPY IN THYROID CANCER T...Reynaldo Joson
The document discusses radioactive iodine therapy (RAIT) for thyroid cancer treatment. RAIT involves using radioactive iodine-131, which is taken orally and concentrates in thyroid tissue to destroy cancer cells. It is effective for papillary and follicular thyroid cancers. RAIT is used for remnant ablation after surgery, adjuvant therapy to prevent recurrence, and treatment of known disease. While commonly recommended in the past, the use of RAIT has evolved to focus on patients at higher risk, as not all thyroid cancers require aggressive treatment like RAIT. The document questions whether RAIT can be skipped in some patients.
ROJoson PEP Talk: Can one skip RADIOACTIVE IODINE THERAPY in Thyroid Cancer T...Reynaldo Joson
The document discusses radioactive iodine therapy (RAIT) for thyroid cancer treatment. RAIT involves using radioactive iodine-131, which is taken orally and concentrates in thyroid tissue to destroy cancer cells. It is effective for papillary and follicular thyroid cancers. RAIT is used for remnant ablation after surgery, adjuvant therapy to prevent recurrence, and treatment of known disease. While commonly recommended in the past, the use of RAIT has evolved to focus on patients at higher risk of recurrence rather than applying it routinely, as many thyroid cancers have excellent outcomes with surgery alone. The document questions whether RAIT can be skipped in some patients with a very low risk.
ROJoson PEP Talk: DOES EVERYONE HAVE CANCER CELLS IN THEIR BODY?Reynaldo Joson
The document discusses whether everyone has cancer cells in their body. It explains that while our bodies are constantly producing new cells, not all of these cells are destined to become cancerous. A typical healthy cell goes through cycles of growth, division and death, while a cancer cell does not follow this normal cycle and keeps reproducing abnormally. Not everyone inherently has cancer cells in their body from the beginning - it is possible for initially normal cells to eventually develop into cancer cells due to certain risk factors.
ROJoson PEP Talk: Can one skip CHEMOTHERAPY in BREAST CANCER TREATMENT?Reynaldo Joson
Chemotherapy is a systemic cancer treatment that uses powerful drugs to destroy fast-growing cancer cells. It works by keeping cancer cells from growing and dividing. Chemotherapy can be given alone or with other treatments depending on the cancer type and stage. Factors like a person's age, health, and the cancer details help determine the chemotherapy plan and drugs. Chemotherapy aims to cure cancer, shrink tumors before other treatments, destroy remaining cancer cells after treatment, or slow cancer progression and relieve symptoms.
ROJoson PEP Talk: Do all patients need painkillers after an operation?Reynaldo Joson
This document provides information from a Patient Empowerment Program (PEP) Talk on the use of painkillers after an operation. The PEP Talk aims to give laypeople an essential understanding of painkiller use after surgery in managing their health. It discusses that not all patients need painkillers after an operation, as some procedures do not involve cutting or cause pain. It also outlines factors that govern physician prescription and patient intake of postoperative painkillers.
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
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Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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Tools in Measuring Program and Learning Outcomes of Medical Students – A Guide in Scoring and Grading (Part3)
1. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes
of Medical Students
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Scoring and Grading (Part 3)
Subtitle: Tools in Measuring Knowledge, Skill and Attitude of Medical
Students - A Guide in Scoring and Grading (Part 3)
2. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of
Medical Students
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Designing a Master Blueprint (Part 1)
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Designing the Tools (Part 2)
Recommended Prior Study:
• Assessment and Evaluation of Medical Students – ROJoson TPORs
• Tools in Measuring Program and Learning Outcomes of Medical Students – A
Guide in Designing a Master Blueprint (Part 1); A Guide in Designing the Tools
(Part 2)
3. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Scoring and Grading (Part 3)
Learning objectives:
At the end of the session, the student must be able to:
• Define scoring.
• Define grading.
• Define points.
• Define raw scores.
• Give examples of translated scores from raw scores.
4. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Scoring and Grading (Part 3)
Learning objectives:
At the end of the session, the student must be able to:
• Differentiate norm-referenced and criterion-referenced systems of
grading.
• Discuss the different methods on how to determine the pass or cut
score.
5. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Scoring and Grading (Part 3)
Learning objectives:
At the end of the session, the student must be able to:
• Explain why medical schools should go for a criterion-referenced
system of scoring and grading.
• Discuss the limitations of scoring and grading systems in medical
schools.
• Discuss the usefulness of item analysis.
6. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Designing a Master Blueprint (Part 1)
ROJoson recommended framework
for the design and development of tools to measure the global
accomplishment of the student learning and performance
Elements to
Measure
Tools to Use
to Measure
Performance
Indicators
Assessment
and
Evaluation
Program Educational
Objectives
Program Outcomes
Course-level Learning
Outcomes
Session-level Learning
Objectives
7. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Designing the Tools (Part 2)
GENERAL FORMAT OF A BLUEPRINT FOR EDUCATIONAL MEASURING TOOLS WITH
SEVERAL LEARNING OBJECTIVES AND OUTCOMES
Contents for
Assessment
Plans
Time
allotment
(overall)
Weight
(relative
importance
of contents)
Number of
questions
Types of
questions
Instructions
and notes
LO1
LO2
LO3
LO4
LO5
*LO – Learning Objectives / Outcomes
8. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Scoring and Grading (Part 3)
Assumptions on activities that have been undertaken:
• The tools have been formulated. These consist of 3 categories:
TEST-BASED TOOL, OBSERVATION-BASED TOOL, and PROJECT-
BASED TOOL (per ROJoson recommendation for medical schools).
• What will be done now are: PLANS ON HOW TO SCORE and HOW TO
GRADE.
9. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
SCORING AND GRADING MANAGEMENT SYSTEMS
2 distinct but interrelated and should be integrated systems:
Scoring Management System
Grading Management System
TEST-BASED
TOOLS
(e.g.
Written/Oral)
OBSERVATION-
BASED TOOLS
(e.g. OSCE)
PROJECT-
BASED TOOLS
(e.g. Case
Study)
Scoring Mgt
System
Grading Mgt
System
10. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
SCORING AND GRADING MANAGEMENT SYSTEMS
2 distinct but interrelated and should be integrated systems:
Scoring Management System
Grading Management System
TEST-BASED
TOOLS
(e.g.
Written/Oral)
OBSERVATION-
BASED TOOLS
(e.g. OSCE)
PROJECT-
BASED TOOLS
(e.g. Case
Study)
Scoring Mgt
System
Grading Mgt
System
Scoring and grading systems will be dependent
on the type of educational measuring tools to be
used. They may differ.
11. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
SCORING vs GRADING MANAGEMENT SYSTEM
Scoring Management System refers to a set of policies, processes and
procedures on scoring of educational measuring tools.
Scoring refers to the process of assigning numerical units to represent
points that students will get and/or have gotten in educational
measuring tools such as test-based, observation-based and project-
based tools.
12. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
SCORING vs GRADING MANAGEMENT SYSTEM
Grading Management System refers to a set of policies, processes and
procedures on grading of educational measuring tools.
Grading refers to the process of applying standardized measurements
for varying levels of achievements in a learning activity or course of
study using the scores the students will get and/or have gotten in
educational measuring tools such as test-based, observation-based
and project-based tools.
13. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
SCORING vs GRADING MANAGEMENT SYSTEM
In terms of implementation of actual processes, there is a proper
sequence:
• Scoring precedes grading.
• Assign scores and get scores before giving grades.
However, in the formulation of the plan for scoring and grading, there
is already integration of the two processes – how to score and how to
grade are already placed in the plan.
14. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
POINTS, MARKS, SCORES, RATINGS, GRADES etc.
Some words of clarifications on use of terms which can be used
interchangeably and which oftentimes cause confusion
POINTS = MARKS
SCORES MAY BE THE SAME AS POINTS BUT NOT ALL THE TIME.
TOTAL POINTS = SCORES
RATINGS USED IN BROADER SENSE THAN GRADES.
GRADES UTILIZE THE SCORES FOR DECISION-MAKING.
SCORES ARE CONVERTED TO GRADES.
15. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
POINTS
Points are numeric units which represent relative value or weight of
importance determined by a teacher on specific items in educational
measuring tools such as tests, observation technique and project-
based technique.
The total point gotten by the students in each educational measuring
tool is the sum of all points assigned to each item of assessment.
The total point gotten by the students is the sum of all points on
correct answers and sum of all numeric values in a rating scale.
16. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
POINTS on a test with a numeric value on each question or item
Question
or item
Points assigned Student 1
Points gotten
(correct answers)
Student 2
Points gotten
(correct answers)
1 3 3 3
2 2 2 0
3 2 2 0
4 3 3 3
5 5 5 0
Total Points = 15 Total = 15 (100%) Total = 6 (40%)
Total points = Score (which may be the GRADE or not, if score will be standardized)
17. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
POINTS on an assessment tool with rating scale with assigned values
on each item (given an example of a student performance)
LP1 LP2 LP3 LP4 LP5
Items /
Criteria
1 2 3 4 5
1 ❸
2 ❹
3 ❺
Total points gotten by student = 12
Key:
1 – Very poor
2 – Poor
3 – Average
4 – Good
5 – Excellent
There is an
accompanying
descriptor of
criteria of level of
performance.
LP – Level of Performance with Descriptor
Assigned points
18. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
SCORES
SCORES are numeric units which represent the total number of points
that students will get and/or have gotten in educational measuring
tools such as tests, observation technique and project-based
technique.
SCORES = TOTAL POINTS
POINTS in specific or groups of items or questions – “scores” not
usually used, but “points.”
19. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
POINTS on a test with a numeric value on each question or item
Question
or item
Points assigned Student 1
Points gotten
(correct answers)
Student 2
Points gotten
(correct answers)
1 3 3 3
2 2 2 0
3 2 2 0
4 3 3 3
5 5 5 0
Total = 15 Total = 15 (100%) Total = 6 (40%)
If above is the whole test, the total point of 15 of Student 1 is also
the score; total points of 6 of Student 2 is the score.
NOT SCORE
but
individual
points for
each item
20. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
SCORES
RAW SCORES – scores without any sort of adjustment or
transformation such as simple number of questions answered
correctly
TRANSLATED SCORES – the result of some transformation(s) applied to
the raw scores – adjusted and converted to a standardized grading
system
The score at which a student passes or fails is called
the pass or cut score.
21. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Translated Scores – Example
Raw Scores
(examples)
Range of Scores Grade Point
System
Letter Grade
System
96 95-100 1 A
92 90 -94 1.5 B
86 85-89 2 C
83 80-84 2.5 D
76 75-79 3 E
70 70-74 4 R
60 Below 70 5 F
22. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Translated Scores – Example
Raw Scores
(examples)
Norm-
referenced
scores
Range of
Scores
Grade Point
System
Letter Grade
System
96 Raw scores
adjusted to
the mean –
0.5 to 1 SD
as the pass
score based
on norm-
reference
system
95-100 1 A
92 90 -94 1.5 B
86 85-89 2 C
83 80-84 2.5 D
76 75-79 3 E
70 70-74 4 R
60 Below 70 5 F
23. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Translated Scores – Example
Raw Scores
(examples)
Criterion-
reference
scores
Range of
Scores
Grade Point
System
Letter Grade
System
96 Raw
scores
adjusted
to
criterion-
referenced
system
95-100 1 A
92 90 -94 1.5 B
86 85-89 2 C
83 80-84 2.5 D
76 75-79 3 E
70 70-74 4 R
60 Below 70 5 F
24. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
GRADES
Grades can be assigned as letters (usually A through F), as a range (for
example, 1 to 5), as a percentage, or as a number out of a possible
total (often out of 100).
Grades in medical schools are usually in numeric units.
May be using raw scores or translated scores.
May be using norm-referenced or criterion-referenced systems for the
passing grades.
25. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
GRADES
GRADES CAN BE BASED ON RAW SCORES.
For example, if 100 points is the total score, and a student got 100
points or total score, the student gets a grade of 100%. Another
student got 90 points or total score, then this student gets a grade of
90%.
26. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
GRADES
GRADES can be based on TRANSLATED SCORES.
If scores within
95 -100 points or score = Grade of 1
90 – 94 points or score = Grade of 1.5
85 – 89 points or score = Grade of 2
For example, a student got 93 total points or score, the student gets a
grade of 1.5. Another student got 89 points or total score, then this
student gets a grade of 2.
27. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
GRADES
GRADES CAN BE BASED ON:
Norm-referenced vs Criterion-referenced Systems
Norm-referenced means referencing how the score of a student
compares to other students. (grading on a curve using mean and
standard deviations)
Criterion-referenced means referencing how the score compares to a
criterion such as a cut score or a body of knowledge. (grading using a
set of defined standards)
28. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
After constructing the educational measuring tools (test-based tools,
observation-based tools, and project-based tools),
the next step is to determine how to grade and most importantly, how
to determine the pass or cut scores.
Let us now FOCUS on how to determine the pass or cut scores.
The score at which a student passes or fails is called the cut
score or pass score or passing score.
Minimum Pass Level (MPL) is another common term.
29. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
Some Preliminaries
• ROJoson’s categorization of educational measuring tools for medical
students consist of TEST-BASED, OBSERVATION-BASED, AND
PROJECT-BASED TOOLS.
• TEST-BASED Tools consist of SELECTIVE OBJECTIVE TESTS and ORAL /
ESSAY TESTS.
30. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
Some Preliminaries
• Scoring and grading systems will be dependent on the types of
educational measuring tools.
• The SELECTIVE OBJECTIVE TESTS will be managed differently from
the ORAL / ESSAY TESTS, OBSERVATION-BASED and PROJECT-BASED
Tools.
• The ORAL / ESSAY Tools, OBSERVATION-BASED and PROJECT-BASED
Tools will be managed similarly.
31. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
Some Preliminaries
Policies and Procedures on Scoring and Grading System
• The medical school should come out with policies and procedures
on its scoring and grading systems.
• The students should be informed of these policies and procedures
so that there will be NO misunderstanding.
32. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
• The passing score for an educational measuring tool should be set in
accordance with the purpose of the exam (formative, summative,
knowledge, skills, attitude, etc.)
• The passing score set for an educational measuring tool must be
defensible, acceptable, and credible (not arbitrary).
33. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
• The process of determining an effective and valid cut score for an
educational measuring tool is referred to as standard setting.
• This requires a properly selected panel of expert judges and a
suitable standard setting method, which best fits the purpose of the
educational measuring tool.
34. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
There are a number of methods for determining the pass or cut scores,
some of which are mentioned below:
• Using norm-referenced system (or grading on a curve): the teacher
computes for the mean and standard deviations and then decides
whether the pass or cut score (or minimum pass level) is 0.5 or 1
deviations below the mean. Some would just use the mean as the
pass or cut score. Critique: Designed to only pass the “best of the
best”; relative standard as students of medicine need to be judged
on their mastery of their professional content.
35. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
There are a number of methods for determining the pass or cut scores,
some of which are mentioned below:
• Standard setting using criterion-referenced system: process of
evaluating (and grading) the learning of students against a set of
pre-specified qualities or criteria, without reference to the
achievement of others. The pre-specified qualities or criteria are
what students have to do during assessment in order to
demonstrate that they have achieved the learning outcomes.
36. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
There are a number of methods for standard setting using criterion-
referenced system.
• Institution’s policy on absolute pass score: commonly, 70% or 75%
(just make sure that the tools are properly constructed and valid with
clear criteria)
37. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
There are a number of methods for standard setting, some of which
are mentioned below:
• Institution’s policy on absolute pass score: commonly, 70% or 75%
• If flexibility is allowed, the teacher or panel of teachers can decide
on the pass or cut score based on importance of content, level of
expectations on the students’ learning and difficulty or ease of
exam. Thus, some tests may have a pass or cut score of 65%; some,
even 80%. This arrangement on flexibility will be defensible,
acceptable, and credible.
38. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
There are a number of methods for standard setting, some of which
are mentioned below:
FOR OBJECTIVE WRITTEN TESTS (MULTIPLE CHOICE QUESTIONS):
• Nedelsky Method
• Angoff Method
• Ebel Method
*Among the three, Angoff Method is most commonly used (and will
be described below).
39. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
The Angoff method relies on subject-matter experts (SMEs) who
examine the content of each test question (item) and then predict how
many minimally-qualified candidates would answer the item correctly.
The average of the judges’ predictions for a test question becomes
its predicted difficulty. The sum of the predicted difficulty values for
each item averaged across the judges and items on a test is the
recommended Angoff cut score (or minimum pass level – MPL).
MPL = Sum of MPL of all items /no. of items x 100
40. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
The Angoff method
The experts assess each question and determine the percentage of 100
minimally competent students who will be able to answer the item
correctly.
The MPL of the test is computed as follows:
MPL = Sum of MPL of all items /no. of items x 100
41. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
The Angoff method
Questions Points (one point
each)
MPL by experts (% will answer
correctly)
1 1 0.6
2 1 0.7
3 1 0.9
↓ 1 1.0
100 1 0.8
100 Points Sum (example = 65.5)
MPL for whole test = (65.5 / 100) x 100 = 65.5
42. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
Criterion-referenced System - Rubrics for ORAL / ESSAY TESTS
Oral /
Essay
Questions
No correct
answers
whatsoever (0
point)
With correct
answers but
less than 50%
complete (1
point)
With correct
answers more than
50% but less than
100% complete (2
points)
With 100%
complete
correct
answers (3
points)
Q1
Q2
Q3
Q4
Q5
43. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Determining the Pass or Cut Scores
ROJoson’s Recommended Ways:
Items /
Criteria
Level of
performance
with
DESCRIPTOR
and
Points or Score
Assigned
Level of
performance
with
DESCRIPTOR
and
Points or Score
Assigned
Level of
performance
with
DESCRIPTOR
and
Points or Score
Assigned
Level of
performance
with
DESCRIPTOR
and
Points or Score
Assigned
Level of
performance
with
DESCRIPTOR
and
Points or Score
Assigned
1
2
3
4
5
Criterion-referenced System – Rubrics for OBSERVATION and
PROJECT-BASED TOOLS
44. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Examples of Scoring and Grading Sheets
being used by different institutions
45. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
a
Grade Point
Equivalence
Letter Grade
Equivalence
% Equivalence
4.0 A 92–100%
3.5 B+ 87–91%
3.0 B 83–86%
2.5 C+ 79–82%
2.0 C 75–78%
1.0 D 70–74%
0.0 F below 70%
Letter Grade System
46. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Grade Point Equivalence Equivalence Description
1.00 96–100% Excellent
1.25 94–95% Very Good
1.50 92–93% Very Good
1.75 89–91% Good
2.00 87–88% Good
2.25 84–86% Good
2.50 82–83% Fair
2.75 79–81% Fair
3.00 75–78% Pass
5.00 Below 75% Failure
INC Incomplete
Grade Point System
47. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Weighted Average Grade
An average grade resulting from the multiplication of each measuring
tool grade by a factor reflecting its importance or weight.
Each tool grade is multiplied by the assigned weight, which is then
summed up to get the weighted average grade.
Measuring Tools Assigned Weights Grade Weighted Grade
TEST-BASED TOOLS 50% (0.5) 90% 45 (90 x 0.5)
OBSERATION-BASED
TOOLS
30% (0.3) 85% 25.5 (85 x 0.3)
PROJECT-BASED TOOLS 20% (0.2) 80% 16 (80 x 0.2)
100% 86.5 = 86.5%
Weighted average grade =
86.5%
48. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Latin Honors
Grade Point
Equivalence Range
Equivalence
Summa Cum Laude 1.00–1.50 92% and above
Magna Cum Laude 1.51–1.85 88.5% to 91.9%
Cum Laude 1.86–2.10 86% to 88.4%
Latin Honors
Grade Point Equivalence
Range
Summa Cum Laude 3.87–4.00
Magna Cum Laude 3.70–3.86
Cum Laude 3.50–3.69
49. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Subjects Ratings
1 Biochemistry 84
2 Anatomy and Histology 86
3 Microbiology 85
4 Physiology 89
5 Legal Medicine, Ethics, and Medical Jurisprudence 88
6 Pathology 81
7 Pharmacology and Therapeutics 82
8 Surgery and Ophthalmology, Otorhinolaryngology and Rhinology 85
9 Medicine 82
10 Obstetrics and Gynecology 82
11 Pediatrics and Nutrition 93
12 Preventive Medicine and Public Health 81
GENERAL AVERAGE RATING 84.83 (Ʃ/12)
REMARKS PASSED
Philippine Physician Licensure Examination – Sample Complete Examination Report
To pass the examination, an examinee must obtain a general average rating of seventy five
percent (75%) without a grade lower than fifty percent (50%) in any subject.
50. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Subjects Ratings
1 Biochemistry 84
2 Anatomy and Histology 86
3 Microbiology 85
4 Physiology 89
5 Legal Medicine, Ethics, and Medical Jurisprudence 88
6 Pathology 81
7 Pharmacology and Therapeutics 82
8 Surgery and Ophthalmology, Otorhinolaryngology and Rhinology 85
9 Medicine 82
10 Obstetrics and Gynecology 82
11 Pediatrics and Nutrition 93
12 Preventive Medicine and Public Health 81
GENERAL AVERAGE RATING 84.83 (Ʃ/12)
REMARKS PASSED
Philippine Physician Licensure Examination – Sample Complete Examination Report
To pass the examination, an examinee must obtain a general average rating of seventy five
percent (75%) without a grade lower than fifty percent (50%) in any subject.
Note the use of the word
“rating,“ same as “grade”.
General average rating = general
average grade
51. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
There is a need to measure the learning and performance of medical
students after the course of study and thereafter, to decide whether or
not to certify them as graduates who are qualified to practice
medicine in the Philippines (that is, after passing the Philippines
Physician Licensure Exam).
Certifying the students to graduate means they have acquired the
needed competencies to practice as basic-generalist physicians in the
Philippines.
52. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
Certifying the students to have acquired the needed competencies to
practice as basic-generalist physicians in the Philippines means they
have mastered the professional contents of the medical curriculum.
Professional contents cover the cognitive knowledge, skills and
attitude domains required of basic-generalist physicians, not just
passing written tests.
53. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
The educational measuring tools for medical students’ learning and
performance are not perfect and probably will never be perfect,
whatever they are.
Despite this imperfection, they should still be administered because
there is a need to measure, to evaluate and to determine who are
eligible to be basic-generalist physicians.
54. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
However, the tools should be CREDIBLE and VALID.
They should not ARBITRARY and not using the norm-referenced
scoring and grading (using mean or average as a passing score, so
called grade on a curve).
Criterion-referenced scoring and grading must be used.
55. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
Even the criterion-referenced scoring and grading are not perfect. But
at least, students are assessed and evaluated against a set of criteria
or standards on mastery of the professional contents of the medical
curriculum.
56. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
The standard setting processes utilized for such purposes generate
absolute standards, in contrast to relative standards where students
are judged against each other as is being done in norm-referenced
system.
These standards are considered absolute, because they are expressed
in terms of how much content the students need to know.
57. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
However, to repeat, there is no “gold standard” for setting passing
scores, in the standard setting in the criterion-referenced system.
Usually the choice of the standard setting method is based on the
available resources and the practical realities of the educational
environment. As such, it is critical to document all procedures used in
establishing the passing standard, especially in a language the school
is willing to make public.
58. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
Every effort should be exerted to use one of the standard setting
approaches described in the literature so as to make the passing
scores defensible and meaningful.
Also important is the continual improvement of the scoring and
grading systems. There should be evaluation and review of the
systems at planned intervals.
59. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
One specific activity recommended in the continual evaluation and
review of the scoring and grading systems is the so-called ITEM
ANALYSIS.
Item analysis is a process which examines student responses to
individual test items (questions) in order to assess the quality of those
items and of the test as a whole.
60. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
Item analysis typically focuses on four major pieces of information:
item difficulty, item discrimination, item distractors and response
frequency.
61. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
Item analysis is especially valuable in improving items which will be
used again in later tests, but it can also be used to eliminate
ambiguous or misleading items in a single test administration.
In addition, item analysis is valuable for increasing instructors’ skills in
test construction and identifying specific areas of course content
which need greater emphasis or clarity.
62. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Educational Measuring Tools for Medical Students’ Learning and
Performance - Scoring and Grading
ROJoson Thoughts, Perceptions, Opinions and Recommendations
Last words:
An exam standard is ultimately just a recommendation.
The final evaluation of a student’s performance lies with educators
and educational institutions.
No exam is perfect: an educator will always know more about a
student than any exam ever could.
When considering a student’s performance on a summative exam,
educators should take into account the body of evidence that student
has built up during the duration of the academic career.
63. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Scoring and Grading (Part 3)
Learning objectives:
At the end of the session, the student must be able to:
• Define scoring.
• Define grading.
• Define points.
• Define raw scores.
• Give examples of translated scores from raw scores.
64. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Scoring and Grading (Part 3)
Learning objectives:
At the end of the session, the student must be able to:
• Differentiate norm-referenced and criterion-referenced systems of
grading.
• Discuss the different methods on how to determine the pass or cut
score.
65. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Scoring and Grading (Part 3)
Learning objectives:
At the end of the session, the student must be able to:
• Explain why medical schools should go for a criterion-referenced
system of scoring and grading.
• Discuss the limitations of scoring and grading systems in medical
schools.
• Discuss the usefulness of item analysis.
66. ROJoson OCIL on Medical Education
OCIL = Online Collaborative and Interactive
Learning
Tools in Measuring Program and Learning Outcomes
of Medical Students
Tools in Measuring Program and Learning Outcomes of Medical
Students – A Guide in Scoring and Grading (Part 3)
Subtitle: Tools in Measuring Knowledge, Skill and Attitude of Medical
Students - A Guide in Scoring and Grading (Part 3)
Editor's Notes
This talk is entitled Tools in Measuring Program and Learning Outcomes of Medical Students – A Guide in Scoring and Grading. This will be Part 3 of the Tools in Measuring Program and Learning Outcomes.
The subtitle of this talk is Tools in Measuring Knowledge, Skills and Attitude of Medical Students – A Guide in Scoring and Grading.
Part 1 was on Tools in Measuring Program and Learning Outcomes of Medical Students – A Guide in Designing a Master Blueprint.
Part 2 was on Tools in Measuring Program and Learning Outcomes of Medical Students – A Guide in Designing theTools.
Recommended prior study are:
Assessment and Evaluation of Medical Students – ROJoson TPORs.
Tools in Measuring Program and Learning Outcomes of Medical Students – A Guide in Designing a Master Blueprint (Part 1) and A Guide in Designing the Tools (Part 2).
Learning Objectives
Learning Objectives
Learning Objectives
As a review, in Part 1, a guide in designing a master blueprint of tools in measuring program and learning outcomes, I recommended this framework to measure the global accomplishment of student learning and performance, which cover the program educational objectives, program outcomes, course-level learning outcomes, and session-level learning objectives. In this framework, the elements in the program and learning outcomes that need to be measured are identified first, then based on these elements, tools are selected and their corresponding performance indicators. There must be a note whether the measurement is for assessment or evaluation or whether formative or summative assessment.
in Part 2, a guide in designing the tools in measuring program and learning outcomes, I recommended this format of a blueprint – contents of assessment in terms of learning objectives or outcomes in the first column; then time allotment; weight or relative importance of the contents; number of questions to be made or administered; types of questions; and then instructions and notes of the teacher on the last column.
In part 3, I will be giving you a guide in scoring and grading. Here are some assumptions on the topic: 1) The tools have been formulated. These consist of 3 categories (per ROJoson Recommendation for medical schools): TEST-BASED TOOL, OBSERVATION-BASED TOOL, and PROJECT-BASED TOOL. What will be done now are: PLANS ON HOW TO SCORE and HOW TO GRADE.
SCORING AND GRADING MANAGEMENT SYSTEMS are 2 distinct but interrelated and should be integrated systems. They should be implemented in all types of tools, such as in test-based, observation-based, and project-based tools.
Scoring and grading systems will be dependent on the type of educational measuring tools to be used. They may differ.
Scoring Management System refers to a set of policies, processes and procedures on scoring of educational measuring tools.
Scoring refers to the process of assigning numerical units to represent points that students will get and/or have gotten in educational measuring tools such as test-based, observation-based and project-based tools.
Grading Management System refers to a set of policies, processes and procedures on grading of educational measuring tools.
Grading refers to the process of applying standardized measurements for varying levels of achievements in a learning activity or course of study using the scores the students will get and/or have gotten in educational measuring tools such as test-based, observation-based and project-based tools.
In terms of implementation of actual processes, there is a proper sequence:
Scoring precedes grading.
Assign scores and get scores before giving grades.
However, in the formulation of the plan for scoring and grading, there is already integration of the two processes – how to score and how to grade are already placed in the plan.
Some words of clarifications on use of terms which can be used interchangeably and which oftentimes cause confusion
POINTS = MARKS
SCORES MAY BE THE SAME AS POINTS BUT NOT ALL THE TIME.
TOTAL POINTS = SCORES
RATINGS USED IN BROADER SENSE THAN GRADES.
GRADES UTILIZE THE SCORES FOR DECISION-MAKING.
SCORES ARE CONVERTED TO GRADES.
Points are numeric units which represent relative value or weight of importance determined by a teacher on specific items in educational measuring tools such as tests, observation technique and project-based technique.
The total point gotten by the students in each educational measuring tool is the sum of all points assigned to each item of assessment.
The total point gotten by the students is the sum of all points on correct answers and sum of all numeric values in a rating scale.
POINTS on a test. Example – an ESSAY TEST, with a numeric value on each question or item
POINTS on an assessment tool with rating scale with assigned values on each item (given an example of a student performance)