Assessment in Health Professions Education by Steven M. Downing, Rachel Yudkowsky

By Steven M. Downing, Rachel Yudkowsky

Evaluation in overall healthiness Professions schooling is the 1st complete textual content for wellbeing and fitness professions - humans in instructing, study, management, pupil checking out and pros in drugs, dentistry, nursing, pharmacy and different overall healthiness fields. creation to evaluation within the well-being professions / Steven M. Downing and Rachel Yudkowsky -- Validity and its threats / Steven M. Downing and Thomas M. Haladyna -- Reliability / Rick D. Alexson and Clarence D. Kreiter -- Generalizability conception / Clarence D. Kreiter -- statistics of checking out / Steven M. Downing -- general environment / Rachel Yudkowsky, Steven M. Downing, and Ara Tekian -- Written exams : constructed-response and selected-response codecs / Steven M. Downing -- Observational review / William C. McGahie, John Butter, and Marsha Kaye -- functionality exams / Rachel Yudkowsky -- Simulations in evaluation / William C. McGahie and S. Barry Issenberg -- Oral examinations / Ara Tekian and Rachel Yudkowsky -- overview portfolios / Ara Tekian and Rachel Yudkowsky

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By Steven M. Downing, Rachel Yudkowsky

Evaluation in overall healthiness Professions schooling is the 1st complete textual content for wellbeing and fitness professions - humans in instructing, study, management, pupil checking out and pros in drugs, dentistry, nursing, pharmacy and different overall healthiness fields. creation to evaluation within the well-being professions / Steven M. Downing and Rachel Yudkowsky -- Validity and its threats / Steven M. Downing and Thomas M. Haladyna -- Reliability / Rick D. Alexson and Clarence D. Kreiter -- Generalizability conception / Clarence D. Kreiter -- statistics of checking out / Steven M. Downing -- general environment / Rachel Yudkowsky, Steven M. Downing, and Ara Tekian -- Written exams : constructed-response and selected-response codecs / Steven M. Downing -- Observational review / William C. McGahie, John Butter, and Marsha Kaye -- functionality exams / Rachel Yudkowsky -- Simulations in evaluation / William C. McGahie and S. Barry Issenberg -- Oral examinations / Ara Tekian and Rachel Yudkowsky -- overview portfolios / Ara Tekian and Rachel Yudkowsky

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1 summarizes the thirteen assessment methods included in the Toolbox. 1) will be discussed at some depth in this book. Instruction and Assessment While the major focus of this book is on assessment, it is important to remember that assessment and instruction are intimately related. Teaching, learning, and assessment form a closed circle, with each entity tightly bound to the other. Assessments developed locally (as opposed to large-scale standardized testing) must be closely aligned with instruction, with adequate, timely, and meaningful feedback provided to learners wherever possible.

Many of the formative-type assessments typically used in health professions education are low to moderate stakes. If the consequences of failing the test are minor or if the remediation (test retake) is not too difficult or costly, the exam stakes might be thought of as low or moderate. Very high-stakes tests are usually professionally produced by testing experts and large testing agencies using major resources to ensure the defensibility of the resulting test scores and pass-fail decisions. Lower stakes tests and assessments, such as those used by many health professions educators in their local school settings, require fewer resources and less validity evidence, since legal challenges to the test outcomes are rare.

Kane’s validity argument requires an overt linking of inferences, with all the interconnections and intermediate steps, which trace the specific content tested by items or performance prompts back to the 26 STEVEN M. DOWNING AND THOMAS M. HALADYNA content domain—or the population of knowledge, skills, or ability to which one wishes to make inferences or to generalize. The Negative Case—Refuting the Intended Interpretation of Test Scores Too often in validation research and in our thinking about validity theory, we forget or ignore the negative case for validity (Haladyna, 2006).

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