1. Assessment Tools

2. وإذا حكمتم بين الناس فاحكموا بالعدل
وإذا حكمتم بين الناس فاحكموا بالعدل

3. Roadmap Overview of principles of assessment in medical education.
Assessment Methods/Tools
Assessment in Your College

4. Contents Overview Objectives What makes for good assessment?
Assessment methods/Tools
Conclusions

5. Needs / Objectives/Outcomes & Contents
Educational Triangle
Needs / Objectives/Outcomes & Contents
Curriculum
Strategies
Assessment

6. Overview The curriculum instructs teacher what to teach;
The exam instruct students what to learn

7. “Learn what teachers inspect”
Overview
Assessment derives learning
Students don’t learn what we expect but
“Learn what teachers inspect”

8. Formative v/s Summative
Assessment
Formative
v/s
Summative

9. Formative vs Summative
It is continues assessment
At the end of a course/ program
Feedback is an essential part
Usually NO feedback session
Usually NO grads
Marks OR grades are essential
There is no pass-fail decision
There should be a pass-fail decision

10. Assessment
V/S
Evaluation

11. Evaluation: is more focused on making a judgment or determination concerning the quality of a performance, work product or use of skills against a set of standards.
Assessment is more focused on  measuring a performance, work product, or skill in order to offer feedback to document strengths and growth and to provide directives for improving future performance. Assessments are nonjudgmental and are designed and intended to be helpful to produce improvement.

12. Assessment Skills & Behaviour Cognition/ Knowledge Does Shows how
Knows how
Knows
Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S7.

13. Assessment Does Shows how Knows how Knows Action Performance
Competence
Knows
Knowledge
Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S7.

14. One method can’t do it all
One measure is no measure
We need a mixture of methods to cover the entire pyramid
We can choose different assessment tools

15. Criteria for different assessment methods
Validity:
Reliability
Educational impact
Cost effectiveness
Acceptability/ Practicability

16. Criteria / Requirements
Validity: Does it measure what it is supposed to measure?
Reliability: Does it produce consistent results?
Practicability: Is it practical in term of times & resources.

17. Educational Impact
Assessment may have facilitative or adversive effect on learning
Emphasizes the important learning outcomes
Provide feedback about the success of study methods

18. What Should Be Tested? Important topics are weighted heavily
The sample of items reflect the instructional goals and the process.

19. Assessment
Theory
v/s
Practice

20. Written Exam

21. Written
Written tests can assess knowledge acquisition and reasoning ability,
They cannot so easily measure skills

22. …all students from (all classes) are submitted to the same test……
Progress test
…all students from (all classes) are submitted to the same test……

23. Modified Essay Questions Computer assessment
End of course assessment
Multiple Choice
Open ended questions
Combination MCQ/OEQ
Modified Essay Questions
Computer assessment
Assignments
Construct a patient information folder
Design a Poster
Integration essay
Prepare a forum discussion
Write a research proposal

24. Short cases Long cases OSCE Simulated Clinics Video consultation
Clinical
Short cases
Long cases
OSCE
Simulated Clinics
Video consultation

25. Clinical(cont’) 7. Lab Data Interpretation 8. Portfolios
6. Slides Interpretation
7. Lab Data Interpretation
8. Portfolios
SOE (simulated oral exam)
Oral

26. Computerized Case-based Testing
Computer is used to increase effectiveness in:
Cost
Test administration
Scoring
Authenticity (e.g. by multimedia)
Written, practical, clinical,…….

28. “Long case" and “Short case"
The basic requirements for reliability and validity have not always been achieved in traditional long & short cases

29. Observing candidates' interaction with patients

30. OSCE Objective structured clinical examination

32. Observing Candidates' Interaction with Patients

36. Oral

37. Oral

38. Work Place-Based Assessment
The oral examination is traditionally an unstructured face to face session with the examiners
Direct observation: Clinical work sampling measures:
Mini-CEX, Mini-Clinical Evaluation Exercise
DOPS, Directly Observed Procedural Skills Directly Observed
P-MEX,  The Professionalism Mini-Evaluation Exercise
Global performance measures
Multi-Source Feedback (MSF or 360)
Aggregation and reflection measures
Logbook
Portfolio

39. Assessment of professional behavior
observable
behaviour
outside
professional
behaviour =
values
norms
inside
attitude

40. Peer Assessment & Self Assessment
PEER EVALUATION
The oral examination is traditionally an unstructured face to face session with the examiners
Peer Assessment & Self Assessment

41. Assessment of professional behavior
Regular feedback of performance
For all the students
Helping students to grow as a professional
Starting from the beginning of the studies

42. Assessment of professional behavior
Professional behaviour consists of three aspects
Dealing with work
Dealing with others
Dealing with oneself

43. Student reflects on the evidence about aspects
Portfolio
Criteria to meet the
different aspects of
competence are
described by
faculty
results of assessment
(longtudinal or tailored)
reports, video
projects
peer assessment
staff assessment
articles, presenting papers
Student reflects on the
different aspects of
competence
(written statements)
Student gathers
evidence about aspects
of his competence

44. Student reflects on the reflection on it with the
Portfolio assessment
Mentor = coach
Student proves his
competence
On several aspects
described by faculty
Role as expert
results of assessment
reports
projects
peer assessment
staff assessment
Student reflects on the
different aspects
(written statements)
of competence
Student discusses his
competence and
reflection on it with the
mentor

45. assessment tools used in
What are the
assessment tools used in
your college??

46. Assignment 100% 1. Contineous Assessment 40%
2. End of the Course Assessment
TOTAL
a. MCQ %
b. Written Short Answer Questions %
100%

47. Conclusion

48. Comprehensive Assessment Different methods to be applied
Conclusion
The oral examination is traditionally an unstructured face to face session with the examiners
Comprehensive Assessment
Different methods to be applied
Standardized / structured
Not to depend only on few methods

49. Does Shows how Knows how Knows how Knows Knows
MCQ, SAQ, Short essy, MEQs….
Knows how
Knows how
Knows
Knows
Simple recall questions

50. Does Shows how Shows how Knows how Knows how Knows
Simulations requiring behavioural performance
OSCE, OSPE, Simulated Clinics,
Shows how
Shows how
Knows how
Knows how
Knows

51. Assessing performance Work-based assessment: Clinical work-sampling, Mini-CEX, Portfolio, practice visits, case orals….
Does
Does
Shows how
Shows how
Knows how
Knows

52. Does Shows how Knows how Knows
Self-, peer, co-assessment, portfolio, multisource feedback, learning process evaluations……
Does
Shows how
Knows how
Knows

53. THANK YOU