principle of assessment nkp3
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part 3TRANSCRIPT
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Principle of Assessment:PBA&WBA
อารยะ ไข่�มุกด์ 7 กมุภาพั�นธ์ 2556
รพั.นครพั�งค
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The Learning DomainBenjamin Bloom (1956), identified three domains of educational activities:
•Cognitive: mental skills (Knowledge)
•Affective: growth in feelings or emotional areas (Attitude)
•Psychomotor: manual or physical skills (Skills)
K A S
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“ ต้�องการทราบอะไร ให้�วั�ด์สิ่��งน��น”
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Conventional
OSCE, observe
Observe
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เรามุ�กประเมุ�น สิ่��งท"�ประเมุ�นง�าย
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Types of assessment
•Formative- provides feedback about progress and offers guidance for
improvement
Summative- measures achievement and determines levels of competence
for progression
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Miller’s Pyramid
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Authentic Assessment
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Workplace Based Assessment
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AUTHENTICITY OF CLINICAL ASSESSMENT – MILLER’S PYRAMID
Miller (1990)
Knows
Shows how
Knows how
Does
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tici
ty Behaviour
Cognition
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Actual performance assessment (WPBA)
MILLER’S PYRAMID – 1990
Knows
Shows how
Knows how
Does
Procedural competence assessment (OSCE), simulation
(Clinical) context-based tests, MCQ, essays
Factual tests, MCQ, essays
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WBA
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WHAT&HOW DO WE ASSESS?
Clinical knowledge and skills
Practical skills
Interpersonal skills and judgement
Professional behaviours
Case-based discussion
(CBD)
Direct observation of
procedures (DOPs)
Direct observations of non-clinical
skills (DONCS)
360º appraisal
(360)
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Workplace assessment – judgement based on….
• Single encounter• Actually observed performance • Case specific • Routine performance• Observation over a period on different
occasions on different problems • Reduces problems with case specificity
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Workplace assessment – nature of judgement
• Did it happen? มุ"ห้ร#อไมุ�มุ"• Checklist approach • Objective• Structured• Consistent• But not very discriminatory
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Workplace assessment – nature of judgement
• Was the trainee any good? ด์"ห้ร#อไมุ�ด์"• Global rating• More valid
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Workplace assessment – MiniCEX
• Faculty member observes a trainee interacting with a patient in a clinical setting
• 15 minutes (+5 minutes for feedback) • Interviewing skills, physical exam,
professionalism, communication skills• Formative feedback
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Workplace assessment – CbD
• Case based discussion • Trainee selects case studies, assessor
chooses one of these • Assessor should ask why this selection• Assesses quality of … diagnosis, assessment,
management, record-keeping• 15 minutes (5 minutes for feedback)
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Workplace assessment – DOPS
• Direct observation of procedural skills• Real patients• 15 minutes (+ 5 minutes feedback) • Trainees select from an approved list of
procedures• Indications, communication, technique,
analgesia, asepsis
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Workplace assessment – DOPS
• 6 times in the year • Valid • Global rating scales
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Workplace assessment – portfolios
• Different types of information• Summary of educational experiences• Reviewed by an assessor • Reflection• Action plan• Purpose must be clear (e.g. for summative
use)• Need be specific about what portfolio should
contain
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Workplace assessment – checklists vs global ratings?
• Scores are broadly correlated
• Checklists – objective, reliable, lower level of expertise
• Global ratings – subjective, more valid
• Only experts can use global ratings• Anyone can be trained to use a checklist
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Validity and Reliability•Validity: “Has the test effectively measured what it
was intended to measure?”
•Reliability: “reproducibility of assessment data or scores, over time or occasions”
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From novice to expert
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Take Home Messages- วั�ด์สิ่��งท"�ต้�องการวั�ด์- อย�าลื#มุใช้�การวั�ด์ห้ลืายๆ อย�าง- Formative as well as Summative assessment
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Thank You