Evaluating assessment: the missing link?

Abstract

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-centred learning 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.

Has student learning been improved by the use of online and offline formative assessment opportunities?

“…In addition students have higher expectations of support including more early and relevant feedback from assessment tasks (McInnis, James & Hartley, 2000). Fowell, Southgate & Bligh (1999) suggest that students are best served by the provision of a diverse range of assessment methods as individual methods may disadvantage some students. They also suggest that from the teacher perspective, using a selection of methods allows performance from different sources to be related.…”

“…However, for this feedback to be effective it needs to be provided early in the learning process (Brown & Knight, 1994) and have some degree of prescription about how to improve performance (Wiliam & Black, 1996). Fowell, et al (1999) argue that the presentation of results also require the provision of effective feedback to students, in both summative and formative assessment tasks, enabling students to identify their strengths and weaknesses in order to improve future performance.…”

Will the CASC stand the test? A review and critical evaluation of the new MRCPsych clinical examination

“…In order to look in further depth at the chosen assessment method, it is helpful to consider the process as a four-step cycle, as described by Fowell et al (1999; Fig. 1).…”

Graphical Item Maps: providing clearer feedback on professional exam performance

“…Worse still, it may negatively impact performance if delivered inappropriately 3 . Given the formative nature of these principles it is not surprising that many summative assessment programs in medical education do not meet these ideals 12,13 . That said, increasing numbers of professional medical authorities, such as RANZCOG, are recognising the important role of assessment feedback and are looking to implement more effective reporting strategies as an embedded component of their assessment programs.…”