Becoming Comfortable with Assessment & Competence
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Dont forget to refer to the resources in the right hand column which may help you.
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You are given permission to cut and paste anything out of Paddy McEvoy's book.
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Remember to see permision for any material that does not belong to you or Paddy. A permission request form can be found in the left hand column.
Pages: 20 sides of A4 (or less)
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Overall aim of this chapter: to give the reader an idea about assessment and competence: what each means, going back to basics: what are we trying to do, how to design an assessment system fit for purpose, and practical tips on assessing competence (eg having clear behavioural/outcome markers - eg what you see or what you hear for instance)
- The Educational Cycle & Paradigm
- ASSESSMENT
- measurement
- reliability and validity
- principles of assessment (Ch 6 - McEvoy),
- how assessment fits in with the educational triangle/cycle/paradigm(Ch 6 - McEvoy)
- types of assessment - formative vs summative and how harmonius are they, formal vs informal assessment
- assessing competence (Ch 6 - McEvoy),
- assessment methods (Ch 6 - McEvoy) - MCQs, OSCEs, ISCEEs (ask Ram), Simulated Surgeries, WPBA (COTs, CBDs, DOPs, PSQ, MSF), Projects, Random Case Analyses, Problem Case Analyses, Video Assessment (Calgary Cambridge Checklist, Gask's Problem Based Interviewing, Pendleton's check list etc..)
- how to determine which type of assessment method to use (i.e. depends on aims and objectives)
- dont talk too much about nMRCGP assessments as there is a separate chapter
- COMPETENCE
- What is competence (Ch 6 - McEvoy),
- four levels of competence
- Miller’s pyramid