Beyond assessment of learning toward assessment for learning: Educating tomorrow's physicians

Dannefer, Elaine F.

doi:10.3109/0142159x.2013.787141

Cited by 56 publications

(53 citation statements)

References 7 publications

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“…To successfully implement a culture that promotes learning and performance improvement, the meaning and value placed on assessmentespecially high-stakes assessment-may need to undergo a dramatic change. More emphasis will need to be placed on formative assessment (informal, frequent) throughout training programs 12,15 to ensure that assessment functions to support learning. Feedback, based on focused observations and specific criteria, is necessary to ensure continuous performance improvement.…”

Section: Promoting a Culture Of Continuous Improvementmentioning

confidence: 99%

“…Residents and fellows will need to know what they should be learning and should be expected to contribute to their own learning. 12 They will need to understand the range of evidence (from assessment tool data to publications) that will be used to make judgments about their performance. They will also need to understand the role feedback can play in learning, performance improvement, and their own self-assessments.…”

Section: A Shift To Learner Accountabilitymentioning

confidence: 99%

See 1 more Smart Citation

Clinical Competency Committees and Assessment: Changing the Conversation in Graduate Medical Education

Colbert¹,

Dannefer²,

French³

2015

Journal of Graduate Medical Education

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Section: Promoting a Culture Of Continuous Improvementmentioning

confidence: 99%

Section: A Shift To Learner Accountabilitymentioning

confidence: 99%

Clinical Competency Committees and Assessment: Changing the Conversation in Graduate Medical Education

Colbert¹,

Dannefer²,

French³

2015

Journal of Graduate Medical Education

Self Cite

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“…While one college of medicine has focused on this approach programmatically, 36 AFL is not exclusive to non-traditional programs of assessment; it can and should be integrated into traditional programmatic assessment. As a notable example, traditional medical education programs have used a portfolio-based approach as one assessment method within their competency-based education.…”

Section: Multiple Assessment Sources: Can Summative and Formative Assmentioning

confidence: 99%

Targeting Assessment for Learning within Pharmacy Education

Peeters

2017

American Journal of Pharmaceutical Education

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Formative assessment is critical for deliberate improvement, development and growth. While not entirely synonymous, assessment for learning (AFL) is an approach using formative assessment to specifically improve students' learning. While using formative assessments, AFL can also have summative programmatic-assessment implications. For each learning assessment, summative and formative uses can be leveraged; it can scaffold (formative), foster students' growth (formative), and document students' development in a competency/standard (summative). For example, using a developmental portfolio with iterative reflective-writings (formative), PharmD students showed qualitative development in the "professionalism" competency (summative; ACPE Standard 4.4). (In parallel, this development in professionalism was confirmed quantitatively.) An AFL approach can complement other assessments; it can be integrated with other summative assessments into a multi-method assessment program, wherein developmental portfolio sections could be used for a few specific competencies. While AFL is not a one-size-fits-all silver bullet approach for programmatic assessment, it is one notable robust tool to employ.

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“…Davies and Le Mahieu (2003) also state the main purpose of evaluations is to support this. From this perspective, a portfolio is about the concept of "evaluating for learning" (Dannefer, 2013;Elango, Jutti, & Lee, 2005;Fung, 2006). It reveals the negative effect of evaluating students according to their answers and telling them their mistakes (Marzano, 2006;Marzano, Pickering, & Pollock, 2001).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Portfolio Assessments on Metacognitive Skills and on Attitudes toward a Course

2017

EDUC SCI-THEOR PRACT

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Citation: Evin-Gencel, İ. (2017). The effect of portfolio assessments on metacognitive skills and on attitudes toward a course. AbstractThe aim of this study is to determine through teacher candidates' thoughts the effects of a portfolio assessment implementation on their metacognitive skills and attitudes towards a course on measurement and evaluation.Exploratory sequential mixed-methods design is employed within the study. The pretest/posttest control group design was used in the qualitative phase of the study and a semi-structured interview form in the quantitative phase. The study was conducted with the participation of 42 teacher candidates. Data has been gathered using the metacognitive skills scale, an attitude scale on the measurement and evaluation course, and a semistructured interview form. While analyzing quantitative data, assumptions were detected using the SPSS 17.0 program (multi-normality, extreme values, emission, covariance matrices' homogeneity, linearity, absence of multi-link issues); descriptive statistics and MANCOVA analysis were also been made. The NVivo 8 program was used in the analyzing the quantitative data gathered from the semi-structured interview form. Portfolio assessments were determined to have positive effects on attendants' metacognitive skills and attitudes towards the course, and the implementation positively affected their attitudes. Within the learning process, requirements like guiding learners and evaluating learning tools at different levels put learning into practice, and the concepts of learning and evaluating identify with each other instead of competing (Giralt & Varela, 2015;Schön, 1987). On this basis and in accordance with the constructivist education philosophy, portfolio assessments are recommended for learners' knowledge, skill, and performance to promote their critical and reflective thinking skills (Bahous, 2008;Conrad, 2008). KeywordsA portfolio is defined as a collection of products that students produce during the learning process, and it creates an opportunity for learners, as well as their peers, families, and teachers, to observe and evaluate changes over time. Portfolios are also thought to be very important in terms of providing direct evidence for quality learning media and in-class activities created by teachers (Denney, Grier, & Buchanan, 2012;Ledoux & McHenry, 2006). Students gather their works systematically and methodically in a folder under predetermined criteria. In this way, aside from students' improvements over time, their strengths and weaknesses can also be observed.In regard to representing decisions about programs, the teaching process, and students, portfolios are significant as a flexible evaluation tool in which different students' products are used as indicators (Davies & Le Mahieu, 2003). Cameron, Tate, Macnaughton, and Politano (1998, p. 6) claim that learning takes place only by thinking about, problem-solving, constructing, regressing, transforming, reflecting on, taking responsibility for, questioning, answering, and imp...

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Beyond assessment of learning toward assessment for learning: Educating tomorrow's physicians

Cited by 56 publications

References 7 publications

Clinical Competency Committees and Assessment: Changing the Conversation in Graduate Medical Education

Clinical Competency Committees and Assessment: Changing the Conversation in Graduate Medical Education

Targeting Assessment for Learning within Pharmacy Education

The Effect of Portfolio Assessments on Metacognitive Skills and on Attitudes toward a Course

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