Validation of learning assessments: A primer

Peeters, Michael J.; Martin, Beth A.

doi:10.1016/j.cptl.2017.06.001

Cited by 24 publications

(31 citation statements)

References 41 publications

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“…Majority of the actual respondents are female (60%) nurses (36%) with master’s degrees (40%) or units (22%). Their responses were analyzed to determine its test reliability ( Batterham & George, 2003 ) and criterion-related validity ( Peeters & Martin, 2017 ).…”

Section: Methodsmentioning

confidence: 99%

Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals

Ong

Diño

Calimag

et al. 2018

PeerJ

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IntroductionKnowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD.MethodsThe Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing.ResultsThe initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p < 0.05) in all segments of the tool.DiscussionThe study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.

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Section: Methodsmentioning

confidence: 99%

Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals

Ong

Diño

Calimag

et al. 2018

PeerJ

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“…Beberapa penelitian sebelumnya mengembangkan modul tematik (Aisyi et al, 2013;Amir & Kusuma, 2018;Fatmawati et al, 2018;Mudiono, Akbar, Dwi Yasa, & Delawanti Chrisyarani, 2017;Troseth & Strouse, 2017). Melakukan validasi modul tematik Łakuta, 2018;Peeters & Martin, 2017). Penerapan modul dalam pembelajaran (Nilasari, Try Djatmika, & Santoso, 2016).…”

Section: A Pendahuluanunclassified

Validasi modul pembelajaran: Materi dan desain tematik berbasis PPK

Chrisyarani

Yasa

2018

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<p>Penelitian ini bertujuan untuk menghasilkan produk pengembangan berupa modul tematik berbasis PPK yang valid. Modul yang akan dikembangkan belum pernah ditemui di lapangan, karena terdapat kegiatan pembiasaan PPK dan pengintegrasian materi tematik dengan PPK. Karakter yang diperkuat pada PPK adalah religius, nasionalis, mandiri, gotong royong, dan integritas. Adapun prosedur pengembangan modul, yaitu: (1) penelitian/studi pendahuluan dan pengumpulan data, (2) perencanaan, (3) pengembangan draf produk, (4) uji coba lapangan awal atau dalam penelitian ini merupakan uji validasi oleh ahli, (5) merevisi hasil uji coba lapangan awal, (6) uji coba lapangan utama atau dalam penelitian ini adalah uji coba skala kecil, (7) merevisi produk hasil uji lapangan utama, (8) uji pelaksanaan lapangan atau dalam penelitian ini adalah uji coba lapangan/kelas, (9) revisi produk akhir. Instrumen yang digunakan adalah angket. Hasil dari penelitian ini untuk mengetahui kevalidan dari segi materi dan desain. Segi validasi materi diperoleh prosentase 95% dan dari segi desain 93%, dalam kategori sangat valid.</p>

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“…Periodic assessments can harness a test-enhanced learning effect, where quizzes can stimulate students' retrieval and retention of knowledge; 45,46 though even this can be complicated. 47 Regardless of AFL, AOL or a combination of approaches, validation is paramount, 43,48 with its positive and/or negative implications for pharmacy education. 49 Whether beneficial toward retained usable learning from course material or harmful with superficial, bulimic learning, 50 assessment drives learning.…”

Section: Implications For Pharmacy Educationmentioning

confidence: 99%

“…Assessment has a powerful influence on learning, with potential positive and/or negative consequences. Educators are tasked with making assurances that, wherever possible, productive learning outcomes result (eg, validation 43 as a process to analyze outcomes from various learning assessments in each college's local context). Recently, Fjortoft discussed challenges with assessing PharmD Standard 4; 44 it seems that AFL presents one approach in solving these challenges.…”

Section: Implications For Pharmacy Educationmentioning

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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Validation of learning assessments: A primer

Cited by 24 publications

References 41 publications

Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals

Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals

Validasi modul pembelajaran: Materi dan desain tematik berbasis PPK

Targeting Assessment for Learning within Pharmacy Education

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