Journal ArticleDOI
Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system.
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TLDR
Evidence-based guidance for implementing assessment for and as learning practices in the pre-clinical knowledge assessment system is presented to help students learn, synthesize, master and retain content for the long-term so that they can apply knowledge to patient care.Abstract:
Programmatic assessment supports the evolution from assessment of learning to fostering assessment for learning and as learning practices. A well-designed programmatic assessment system aligns educational objectives, learning opportunities, and assessments with the goals of supporting student learning, making decisions about student competence and promotion decisions, and supporting curriculum evaluation. We present evidence-based guidance for implementing assessment for and as learning practices in the pre-clinical knowledge assessment system to help students learn, synthesize, master and retain content for the long-term so that they can apply knowledge to patient care. Practical tips are in the domains of culture and motivation of assessment, including how an honour code and competency-based grading system can support an assessment system to develop student self-regulated learning and professional identity, curricular assessment structure, such as how and when to utilize low-stakes and cumulative assessment to drive learning, exam and question structure, including what authentic question and exam types can best facilitate learning, and assessment follow-up and review considerations, such exam retake processes to support learning, and academic success structures. A culture change is likely necessary for administrators, faculty members, and students to embrace assessment as most importantly a learning tool for students and programs.read more
Citations
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Learning from Errors.
TL;DR: This article found that errorful learning followed by corrective feedback is beneficial to learning, and the beneficial effects are particularly salient when individuals strongly believe that their error is correct: errors committed with high confidence are corrected more readily than low-confidence errors.
Journal ArticleDOI
Online assessment in undergraduate medical education: Challenges and solutions from a LMIC university
TL;DR: The planning, processes, and outcomes of online assessments using video communication platforms conducted at a private university in Pakistan are described to device an effective protocol for e-assessments conducting multiple trial runs, and incorporating feedback from all stakeholders is a necessity.
Journal ArticleDOI
Key considerations in planning and designing programmatic assessment in competency-based medical education.
Shelley Ross,Karen E. Hauer,Keith Wycliffe-Jones,Andrew K. Hall,Andrew K. Hall,Laura K. Molgaard,Denyse Richardson,Denyse Richardson,Anna Oswald,Anna Oswald,Farhan Bhanji,Farhan Bhanji +11 more
TL;DR: In this article, the authors define programmatic assessment and present high-level guidelines about its implementation in competency-based medical education (CBME) programs, which are informed by literature and by lessons learned from established programmatic assessments approaches.
Journal ArticleDOI
Twelve tips on guiding preparation for both high-stakes exams and long-term learning.
TL;DR: Advice is offered that can be used by academic support centres, medical educators, learning specialists, and faculty advisors, or even test-takers, to help learners to balance score achievement and knowledge development, while simultaneously cultivating more efficient and motivated studying and increasingly self-regulated learning.
Journal ArticleDOI
Mindful Medical Education Online.
TL;DR: In this article, the authors provide recommendations for educators to optimize their approach to online curricular transformation, which creates presences that set climate and support discourse, establish routines that build practice, model professional expectations, and challenge but support learners.
References
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Journal ArticleDOI
The Power of Feedback
John Hattie,Helen Timperley +1 more
TL;DR: This paper provided a conceptual analysis of feedback and reviewed the evidence related to its impact on learning and achievement, and suggested ways in which feedback can be used to enhance its effectiveness in classrooms.
Journal ArticleDOI
Assessment and Classroom Learning
Paul Black,Dylan Wiliam +1 more
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Book
Mindset: The New Psychology of Success
TL;DR: Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success as discussed by the authors, and it has been shown to increase motivation and productivity in the worlds of business, education and sports.
Journal ArticleDOI
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
TL;DR: In this paper, the research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners.
Journal ArticleDOI
Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains.
TL;DR: This article proposes an alternative framework to account for individual differences in attained professional development, as well as many aspects of age-related decline, based on the assumption that acquisition of expert performance requires engagement in deliberate practice and that continued deliberate practice is necessary for maintenance of many types of professional performance.