Catalogo Articoli (Spogli Riviste)

OPAC HELP

Titolo:
Evaluating assessment: the missing link?
Autore:
Fowell, SL; Southgate, LJ; Bligh, JG;
Indirizzi:
Univseyside,ol, Dept Hlth Care Educ, Univ Clin Dept, Liverpool L69 3GA, Mer Univ Liverpool Liverpool Merseyside England L69 3GA iverpool L69 3GA, Mer Univ Coll London, Sch Med, Whittington Hosp, London W19 SNF, England Univ Coll London London England W19 SNF on Hosp, London W19 SNF, England
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 4, volume: 33, anno: 1999,
pagine: 276 - 281
SICI:
0308-0110(199904)33:4<276:EATML>2.0.ZU;2-B
Fonte:
ISI
Lingua:
ENG
Soggetto:
STRUCTURED CLINICAL EXAMINATION; MEDICAL-EDUCATION; STUDENTS; PERFORMANCE; RELIABILITY; COMPETENCE; FEEDBACK; DOCTORS;
Keywords:
undergraduate medical education; organization; educational assessment curriculum; programme evaluation; feedback; Great Britain;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
18
Recensione:
Indirizzi per estratti:
Indirizzo: Fowell, SL Univ Liverpool, Dept Hlth Care Educ, Univ Clin Dept, 3rd Floor,Duncan Bldg, Univ Liverpool 3rd Floor,Duncan Bldg Liverpool Merseyside England L69 3GA
Citazione:
S.L. Fowell et al., "Evaluating assessment: the missing link?", MED EDUC, 33(4), 1999, pp. 276-281

Abstract

Background Methods chosen for assessment and the manner in which they are applied are so intimately associated with how individuals learn that developing appropriate assessment strategies is a key part of effective curriculum development. The assessment cycle We describe a four-stage assessment cycle identifyingimportant steps in assessment. Each step is described in detail, stressingits key aspects, including: the need for clear assessment policy and strategy, the importance of assessment blueprints in planning assessment, the need for effective feedback when presenting results, and the essential, but often overlooked, need to evaluate the assessment process itself. Evaluating assessment This final evaluation stage is the most important part of the assessment cycle and can be divided into four levels. The first level includes evaluating each question in the assessment, the second level is concerned with establishing validity and reliability, the third level centres on the assessment process and review of assessments by external examiners and the fourth level involves evaluation over several assessments. Relating assessment to the curriculum This long-term evaluation should examine whether existing assessments are congruent with the curriculum and relate to all facets of the students' learning experiences. This is particularly important in a curriculum where the learning outcomes of student-centredlearning are emphasized. Changes in the assessment of postgraduate trainees and increasing emphasis on peer review of clinicians will raise the profile of these outcomes in undergraduate education.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 28/09/20 alle ore 18:14:31