Integrating assessment, learning and instruction: Assessment of domain-specific and domaintranscending prior knowledge and progress

Dochy, Filip; Moerkerke, George; Martens, Rob

doi:10.1016/0191-491x(96)00018-1

Cited by 34 publications

(16 citation statements)

References 56 publications

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“…Poor assessment practices can result in low-quality education and learning (Dochy et al, 1996). Moreover they can encourage students to "ignore the ostensible and commendable messages of the planned curriculum" in order to manipulate the system to best advantage (Hinett & Knight, 1996).…”

Section: Discussionmentioning

confidence: 99%

Begging to Differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement

Cross

1998

Assessment & Evaluation in Higher Education

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Transfer of physiotherapy education from a health service base to a university base has resulted in a period of dissonance and disorientation for both academic and clinical educators. This is reflected in dissatisfaction with the way students' learning is assessed on clinical placement and its effect on the quality of students' clinical education experience. This study used a triadic repertory grid procedure to reveal the perceptions of 20 university-based academics and 20 clinical educators in practice placements as to the attributes of good clinical performance and bad clinical performance by undergraduate physiotherapy students. The data were subjected to factor analysis and content analysis. The results indicated that a similar broad range of assessment criteria was applied by both groups in the study, but from their individual bipolar constructs eight common dimensions were identified as being used to differentiate between students. However, there were differences in emphasis between academics and clinicians as to the relative importance of the eight dimensions. On further analysis using an unrelated t-test, the eight dimensions were found to be consistently sensitive as discriminators of clinical performance (academics --p < 0.001; clinicians --p < 0.01). The implications of the findings are discussed with respect to the overall quality of students' learning, the overt and covert messages being relayed to students about professional competence and the need for reliable systems of clinical assessment in an increasingly litigious health care environment.

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Section: Discussionmentioning

confidence: 99%

Begging to Differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement

Cross

1998

Assessment & Evaluation in Higher Education

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“…Moreover, Morris explains that the goal of authentic assessment is for students to employ higherlevel thinking while demonstrating their knowledge as it pertains to a specific topic. Dochy, Moerkerke, and Martens (1996) indicate that the integration of authentic assessment practices can enhance instruction.…”

Section: Authentic Assessmentmentioning

confidence: 97%

Assessment Practices of Instructors in Community College

BoarerPitchford

2014

Community College Journal of Research and Practice

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“…A typical description of the advantage of authentic assessment is its ability to enable a focus on progress and achievement rather than on failure and defeat (for example Dochy, Moerkerke and Martens, 1996;Stiggins, 2002). It is true that an assessment that is solely based on vertical comparison (comparing me of today with me of yesterday) rather than horizontal comparison (comparing me with someone else) could reduce tension among students to become the best, but is competition of no benefit at all?…”

Section: Individualisation and Competitionmentioning

confidence: 98%

Standardise and individualise – an unsolvable tension in assessment?

Frempong

2012

Education as Change

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Integrating assessment, learning and instruction: Assessment of domain-specific and domaintranscending prior knowledge and progress

Cited by 34 publications

References 56 publications

Begging to Differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement

Begging to Differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement

Assessment Practices of Instructors in Community College

Standardise and individualise – an unsolvable tension in assessment?

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