Introductory description

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

This module will introduce the theoretical framework for assessment by defining key concepts such as validity, reliability and generalisability with particular emphasis on the application to clinical settings. Current methods and directions in both formative and summative assessment of learning will be explored. This will include methods for selection, written assessments, assessment of observed clinical practice, workplace-based assessments, assessment by portfolio, standard setting methods and feedback.
Students will be given opportunities to relate the theory to practice and develop their skills through designing assessment items, designing an assessment blueprint, participating in standard setting exercises, giving and receiving feedback, reviewing current practice and applying their knowledge and skills to provide solutions to assessment problems.

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate a sound understanding of the key principles and concepts underpinning assessment of learners and learning.
• Critically evaluate the relative strengths and weakness of formative and summative assessment methods in particular clinical settings and educational contexts.
• Demonstrate an understanding of the role of blueprinting and its practical application in enhancing the quality of clinical assessments.
• Demonstrate a critical awareness of the complexities of standard setting methods in terms of their implementation, application and implications.
• Demonstrate an understanding of the integral role of feedback in assessment and its practical application in enhancing the quality of clinical assessments. Demonstrate how theory relates to practice by generating practical solutions to problems in current clinical assessments.

Indicative reading list

Epstein, R. M. (2007). Assessment in Medical Education. NEJM 356: 387-396.
Schuwirth, L. W. T. and C. P. M. van der Vleuten (2006). How to design a useful test: the principles of assessment. Edinburgh, ASME.
PMETB (2007). Developing and maintaining an assessment system - a PMETB guide to good practice. London, PMETB.
Schuwirth, L.W.T. and C.P.M van der Vleuten (2012). Programmatic assessment and Kane's validity perspective. Medical Education 46: 38-48.
Murphy, D.J. et al. (2009). The reliability of workplace-based assessment in postgraduate medical education and training: a national evaluation in general practice in the United Kingdom. Adv Health Sci Educ Theory Pract. 14(2):219-32.
Schuwirth, W. T., van der Vleuten, C. P. M. (2011). General overview of the theories used in assessment: AMEE Guide No. 57. Med Teach. 33: 783 – 797.
Friedman Ben-Davis, M. (2000) AMEE Guide No.18: Standard setting in student assessment. Med Teach 22:120-130.
Downing, S.M., Tekian, A.,Yudkowsky, R. (2006) Procedures for Establishing Defensible Absolute Passing Scores on Performance Examinations in Health Professions Education. Teach Learn Med 18: 50-57
Schuwirth, L. W. T. and C. P. M. van der Vleuten (2003). ABC of learning and teaching in medicine: Written assessment. BMJ 326: 643-645.
Norcini, J. J. (2003). Work based assessment. BMJ 326: 753-5.
Miller, A., J. Archer (2010). Impact of workplace based assessment on doctors' education and performance: a systematic review. BMJ 341: 710.
Murphy, D.J., D.A. Bruce, et al. (2009). The reliability of workplace-based assessment in postgraduate medical education and training: a national evaluation in general practice in the United Kingdom. Advances in Health Sciences Education 14: 219-232.

Subject specific skills

Sound understanding of subject
Critically evaluate
Reflection

Transferable skills

Numeracy
Thinking and problem solving
written communication
oral communication
Teamwork
Organisation & time management
Use of tools and technology
Commercial awareness
Independence and initiative
Adaptability/Flexibility