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part 3
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Principle of Assessment:PBA&WBA
อารยะ ไข่�มุกด์ 7 กมุภาพั�นธ์ 2556
รพั.นครพั�งค
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
“ ต้�องการทราบอะไร ให้�วั�ด์สิ่��งน��น”
Conventional
OSCE, observe
Observe
เรามุ�กประเมุ�น สิ่��งท"�ประเมุ�นง�าย
Types of assessment
•Formative- provides feedback about progress and offers guidance for
improvement
Summative- measures achievement and determines levels of competence
for progression
Miller’s Pyramid
Authentic Assessment
Workplace Based Assessment
AUTHENTICITY OF CLINICAL ASSESSMENT – MILLER’S PYRAMID
Miller (1990)
Knows
Shows how
Knows how
Does
Pro
fess
ion
al au
then
tici
tyPro
fess
ion
al au
then
tici
ty Behaviour
Cognition
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
WBA
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)
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
Workplace assessment – nature of judgement
• Did it happen? มุ"ห้ร#อไมุ�มุ"• Checklist approach • Objective• Structured• Consistent• But not very discriminatory
Workplace assessment – nature of judgement
• Was the trainee any good? ด์"ห้ร#อไมุ�ด์"• Global rating• More valid
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
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)
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
Workplace assessment – DOPS
• 6 times in the year • Valid • Global rating scales
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
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
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”
From novice to expert
Take Home Messages- วั�ด์สิ่��งท"�ต้�องการวั�ด์- อย�าลื#มุใช้�การวั�ด์ห้ลืายๆ อย�าง- Formative as well as Summative assessment
Thank You