123x Filetype PPTX File size 0.11 MB Source: www.hopkinsmedicine.org
Objectives differentiate formative from summative assessment demonstrate techniques for formative assessment of learners develop and solicit formative assessment of: communication skills information literacy strategic planning/critical reasoning attitudes and disposition [professionalism] X Formative assessment for course or program refinement What is Assessment? Establishing clear, measurable expected learning outcomes Ensuring sufficient opportunities to achieve those outcomes Systematic gathering, analysis and interpretation of evidence to determine extent to which (how well) learning matched expectations Using the resulting information to understand and improve learning General Purpose of Assessment • Defines what learners will regard as important – Brown 2001 –high value placed on marks and grades; –ultimately students focus their efforts on assignments and what they will be tested on • Ensures that what is important is learned ASSESSMENTS MUST ALIGN WITH EDUCATIONAL GOALS Planning Our Teaching Traditional Paradigm New Paradigm • What topics should we • What do students need to teach? know? – critical understandings, • How do we test that the theories, models; knowledge, skills and attitudes topics were learned? • How will we assess their learning? • What are the criteria for • How do we structure the determining sufficiency of educational experience to learning (what earns an A, ensure that they learn? B, C, etc)? Teacher-Centered Learner-Centered Characteristics of Assessment Summative Assessment Formative Assessment • Objective > Subjective • Subjective > Objective • Comparative, Relational • Personal, Reflective • Solitary • Interactive, Social • Conclusive, “Add-on”/Post Hoc • Midstream, Guiding • Retrospective: were goals • Prospective: are goals being met? met?
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