Principles and Practice of Assessment and Feedback

Code

MEDS4018

School

School of Medicine

Level

4

Credits

20

Semesters

Spring UK

Summary

This course introduces students to the principles of assessment and feedback described in the broader literature from education and psychology as applied to a medical or healthcare professions education context.

The course initially considers the philosophy and principles of assessment. Thereafter, attention is given to the unique features of assessment including core methods used and areas of contention and controversy. The key considerations involved in designing programmes of assessment are discussed, such as constructive alignment of the curriculum and assessment, assessment validity, programmatic assessment and standard setting.

Students will develop experience of ‘knowledge’ and ‘practical skills’ assessments. They will learn the fundamentals of psychometrics, so they are better able to apply the concepts in practice both within assessment and more widely. In addition, there will be an opportunity to develop an understanding of the quality assurance of assessments and the impact of formative assessment on learning. The educational theory and evidence base for remediation and feedback models are presented. The module will consider equality and fairness within assessment, the measures taken to ensure equity of assessment and the decolonisation and diversification of assessment. 

Target Students

2.1 OR pass at MBBS; Degree in medical/allied healthcare professions discipline subject and/or sufficient associated work experience; Students on the MMEdSci, PGDip and PGCert Medical Education courses; Healthcare professionals who wish to apply educational theory to practice/ teaching in the workplace setting; PGCHE students; Students proposed as suitable by the HOS of Medicine

Classes

• One 5-hour seminar each week for 5 weeks

Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester.

Assessment

• 60% Practical 1: Practical Assignment 2,500 words
• 40% Practical 2: Reflection Assignment - 1,500 words

Assessed by end of designated period

Educational Aims

Learning Outcomes

Learning Objectives:  In a medical or healthcare professions education context, students will gain knowledge and understanding of: 

• The ways in which assessment can be designed to provide direction and motivation for future learning specifically around the knowledge, skills, values and behaviours of learners 

• The academic and professional framework across the continuum of medical and healthcare professions education for identifying and monitoring learners who cannot attain or maintain minimal competence 

• The methods and approaches for assessing knowledge, skills and behaviours in a medical or healthcare professions education context 

• The methods and approaches for assessing 'difficult to measure' constructs in a medical or healthcare professions education context such as professionalism, clinical diagnostic decision-making, teamwork, quality improvement and working in complex systems of care 

• The range of methods, environments and contexts for making judgements about the different aspects of performance 

• The principles of psychometrics as applied to assessments within a medical education context 

• Programmatic assessment with repeated, ongoing, contextual and developmental evaluations of competence, proficiency and performance 

• The fundamental concepts informing the way in which feedback should be feedback to learners in a medical or healthcare professions education context such as self-efficacy, motivation for learning, goal-setting, self-assessment and feedback recipience

• The way in which to comprehend, analyse and synthesise information for giving as feedback following observation on performance  

• The role of supervision, coaching, mentoring around a programme of assessment, especially in the context of remediation 

• The common areas of contention and controversies surrounding the notion of testing  in the context of assessment in medical or healthcare professions education 

• The misconceptions and assumptions surrounding qualitative and quantitative data as a measure of attainment or substrate for giving feedback 

Learning Outcomes:  By the end of the module, students will be able to:  

• Explore and examine assessment theoretical frameworks.

• Collaborate with colleagues from diverse academic backgrounds in an educationally-led process of reflection and review.

• Critically review a module/course assessment from a scholarly perspective taking into account learners’ needs. 

• Evaluate an assessment design, including in relation to the competence, proficiency or performance of learners on a given task within a clinical sub-specialty, using HE quality assurance and enhancement frameworks.

• Develop evidence-based approaches to assessing knowledge, skills or behaviours in areas of subject-matter expertise such as a clinical sub-specialty.  

• Apply the principles of psychometrics in practice to complete tasks within a medical education context. 

Conveners

• Professor Claire Stewart
• Professor Nicola Cooper
• Dr Tom Evans