Principles of Assessment & Criteria of good 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 terms

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 & skill Communication

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 CVS RS Neuro GIT Renal Endocrine History taking + Physical examination X-Ray Data interpretation Instrument

When should be assessed? Formative During course Summative End of course When should be assessed? Before teaching-it is used to Determine the prerequisite knowledge necessary to study the course 2. Formative i.

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

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

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

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

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 emphasis on essential and important curriculum content Selecting appropriate methods

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 or more examiners MCQs are 100% objective Essay questions are highly subjective

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