Ebook ABC of learning and teaching in medicine (2/E): Part 2
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Ebook ABC of learning and teaching in medicine (2/E): Part 2
Ebook ABC of learning and teaching in medicine (2/E): Part 2
CHAPTER 10Skill-Based AssessmentVai WassKeele University, Keele. UKOVERVIEW•To understand the place of skill-based assessment in testing methodology•T Ebook ABC of learning and teaching in medicine (2/E): Part 2To d^ply basic assessment principles to ski! -based assessment. To plan the content of a skill-based assessment•To design a skill-based assessment•To understand the advantages and disadvantages of skill-based assessmentThis chapter offers a framework for the design and delivery of skill-based assess Ebook ABC of learning and teaching in medicine (2/E): Part 2ments (SBAs).Applying basic assessment principles to skill-based assessment (SBA):Basic assessment principles must be applied when designing the SBA (Ebook ABC of learning and teaching in medicine (2/E): Part 2
Wass rt al. 2001). Table 10.1 defines these key concepts and their relevance to SBA.BackgroundMedical educators must ensure that health professionals,CHAPTER 10Skill-Based AssessmentVai WassKeele University, Keele. UKOVERVIEW•To understand the place of skill-based assessment in testing methodology•T Ebook ABC of learning and teaching in medicine (2/E): Part 2gure 10.1) offers a useful framework for understanding the assessment of competency across developing clinical expertise. Analogies are often made with the airline industry where simulation ('shows how') is heavily relied upon. .Medicine is moving away from simulation to test what a doctor actually Ebook ABC of learning and teaching in medicine (2/E): Part 2'does' in the workplace-based assessment (WPBA) (Chapter 11). For logistical reasons, the WPBA methodology still lacks the high reliability needed toEbook ABC of learning and teaching in medicine (2/E): Part 2
guarantee safety. Simulated demonstration (‘shows how’) of effective integration of written knowledge (Chapter?) into practice remains essential to asCHAPTER 10Skill-Based AssessmentVai WassKeele University, Keele. UKOVERVIEW•To understand the place of skill-based assessment in testing methodology•T Ebook ABC of learning and teaching in medicine (2/E): Part 2asing development of WPBA, skillTa We 10.1 The assessment of dincal skills: key issues when panruagDefinition of key conceptsRiwaiiWsu'.wnatirt?Summative tests involve potentially threatening high-stakes pass/fail judgements Formative tests give construct*? feedbackRelevance to SBAClarify the purpos Ebook ABC of learning and teaching in medicine (2/E): Part 2e of the test Offer format*? opportunities wherever possib'eContext spec/fkrtyA skill IS bound in the context in which ft Professionals perform »5 perEbook ABC of learning and teaching in medicine (2/E): Part 2
formedinconsistently. Sample Widelyacross different contextsProfessorial metacogntne behavioursFigure 10.1 Miler’s tnanjle (adapted) as a model fee coCHAPTER 10Skill-Based AssessmentVai WassKeele University, Keele. UKOVERVIEW•To understand the place of skill-based assessment in testing methodology•T Ebook ABC of learning and teaching in medicine (2/E): Part 2. A 1CO% consistency equates guantitat*ely with a coefficient score of 1.0.Orly include competencies wfveh cannot be more efficiently tested elsewhereSamp'e adequately. Test length IS crucial Use a range of contexts and different assessorsABC of learning and Teaching in Medicine. 2nd edition.Edited Ebook ABC of learning and teaching in medicine (2/E): Part 2by Peter Cantdlon and Diana Wood, o 2010 lỉlxkvrcll Publishing Ltd.1/aMiy’The degree to which a test has measured what it set out to meastre’. A conceEbook ABC of learning and teaching in medicine (2/E): Part 2
ptual term, difficult to quantifyCHAPTER 10Skill-Based AssessmentVai WassKeele University, Keele. UKOVERVIEW•To understand the place of skill-based assessment in testing methodology•TCHAPTER 10Skill-Based AssessmentVai WassKeele University, Keele. UKOVERVIEW•To understand the place of skill-based assessment in testing methodology•TGọi ngay
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