assessment
Differences
This shows you the differences between two versions of the page.
| Next revision | Previous revision | ||
|
assessment [2019/04/09 08:06] 137.132.219.229 created |
assessment [2020/03/24 02:34] (current) |
||
|---|---|---|---|
| Line 1: | Line 1: | ||
| - | Assessment | + | ==== Assessment |
| - | Competence vs Excellence | + | Source: |
| + | Assessing Learners. Valerie Wass & Julian Archer. in Medical Education: Theory and Practice. | ||
| + | === A Fundamental Truth === | ||
| + | " | ||
| + | " | ||
| - | In aiming for competency, "The aim to 'do better' | ||
| - | end point assessment –> development {consider Bloom' | + | === Competence vs Excellence === |
| + | - consider [[pp: | ||
| + | - In aiming for competency, "The aim to 'do better' | ||
| + | - end point assessment –> development {consider Bloom' | ||
| - Novice to expert | - Novice to expert | ||
| - | - Formative vs Summative (not necessarily dichotomous) | + | |
| + | === Formative vs Summative | ||
| - Limitations of summative approach - narrow | - Limitations of summative approach - narrow | ||
| - Faculty do both SBS –> different power relations | - Faculty do both SBS –> different power relations | ||
| - | -Validity and Reliability | + | === Validity and Reliability |
| - Validity - has it measured what it is supposed to measure? | - Validity - has it measured what it is supposed to measure? | ||
| - Typical facets vs ' | - Typical facets vs ' | ||
| Line 20: | Line 27: | ||
| See also: | See also: | ||
| - | http:// | + | - http:// |
| + | - [[jnl: | ||
assessment.1554797167.txt.gz · Last modified: 2020/03/24 02:34 (external edit)
Page Tools
