Principles of Assessment Criteria of good assessment Assessment

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Principles of Assessment & Criteria of good assessment

Principles of Assessment & Criteria of good assessment

Assessment • Learning objectives – Define assessment – State the needs of assessment –

Assessment • Learning objectives – Define assessment – State the needs of assessment – Explain assessment strategy – Discuss the criteria of good assessment

Assessment • The process of documenting knowledge, skills, attitude and beliefs usually in measurable

Assessment • The process of documenting knowledge, skills, attitude and beliefs usually in measurable terms

Why are we assessing? • • Ensuring competence Grading student’s learning Providing feedback Evaluating

Why are we assessing? • • Ensuring competence Grading student’s learning Providing feedback Evaluating the curriculum ( content, methods of instruction)

What should be assessed • • • Knowledge Skill Attitude Application of Knowledge &

What should be assessed • • • Knowledge Skill Attitude Application of Knowledge & skill Communication

How should it be assessed? • Test construction – The formulation of test matrix

How should it be assessed? • Test construction – The formulation of test matrix or blue print – Selection of test items – Editing and reviewing the final product

Text matrix ( blue print) Skill domain History taking Physical examination X-Ray Data interpretation

Text matrix ( blue print) Skill domain History taking Physical examination X-Ray Data interpretation Instrument CVS RS Neuro GIT Renal Endocrine + + +

When should be assessed? • Formative – During course • Summative – End of

When should be assessed? • Formative – During course • Summative – End of course

Formative assessment • Goals – Help students discover what is expected of them –

Formative assessment • Goals – Help students discover what is expected of them – Monitor progress – Provide opportunities for the practice and application of basic knowledge and skills – Encourage interaction between tutors and students – Provide rapid feedback

Summative Assessment • Goals – Ascertain student’s improvement – Grade students – Certify students

Summative Assessment • Goals – Ascertain student’s improvement – Grade students – Certify students

Types of assessment Assessment Formative Assessment for learning Summative Assessmentassessment of learning

Types of assessment Assessment Formative Assessment for learning Summative Assessmentassessment of learning

Who should assess? • Teachers of the department • External examiner • Student themselves

Who should assess? • Teachers of the department • External examiner • Student themselves

Interpretation of results & standard setting • Criterion based assessment – Candidates are measured

Interpretation of results & standard setting • Criterion based assessment – Candidates are measured against defined criteria – Driving test • Norm referenced assessment – A way of comparing students – Selection of predetermined number of candidates in an admission test

Criteria of a good examination • • Validity Reliability Objectivity Feasibility

Criteria of a good examination • • Validity Reliability Objectivity Feasibility

Validity • Validity refers to the ability of the instrument to measure what it

Validity • Validity refers to the ability of the instrument to measure what it is suppose to measure. • Validity is a matter of degree

Validity • Validity improves with – Mapping examination content against the curriculum – Putting

Validity • Validity improves with – Mapping examination content against the curriculum – Putting emphasis on essential and important curriculum content – Selecting appropriate methods

Reliability • Extent to which an assessment produces the same results when used repeatedly

Reliability • Extent to which an assessment produces the same results when used repeatedly under the same condition on same group

Objectivity • Means scores will be same if examinees performance is examined by two

Objectivity • Means scores will be same if examinees performance is examined by two or more examiners – MCQs are 100% objective – Essay questions are highly subjective

Objectivity • An assessment will be objective if – Question is specific – Each

Objectivity • An assessment will be objective if – Question is specific – Each question have fixed answer – Marks are allocated in every sector of the question according to their weight – Answer are documented – Having checklist – Examiners are trained

Feasibility • Cost effectiveness – Instruction time involved in developing, administrating, scoring, interpreting and

Feasibility • Cost effectiveness – Instruction time involved in developing, administrating, scoring, interpreting and reporting results • Practicability – Resource available, number of students, staff, patients, space

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