By A. Stewart Truswell
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Assessment and Evaluation in Higher Education 1987;12:220-46. x Ward WC. A comparison of free-response and multiple-choice forms of verbal aptitude tests. Applied Psychological Measurement 1982;6(1):1-11. x Schuwirth LWT. An approach to the assessment of medical problem solving: computerised case-based testing. Maastricht: Datawyse Publications, 1998. ) 31 10 Skill based assessment Sydney Smee Skill based assessments are designed to measure the knowledge, skills, and judgment required for competency in a given domain.
It is also one of the defining features of a profession. ” One to one teaching inevitably exposes you to evaluation by the learner. If the learner trusts you, he or she will be able to tell you what has worked well, and what could be improved. Respond to feedback by reflecting rather than by explaining, excusing, or offering counter arguments to defend your particular style. Openness to feedback is another professional attribute that is best modelled one to one. Learners for whom you have been a role model and mentor are likely to repay you many times over.
Factors leading to lower reliability x Too few stations or too little testing time x Checklists or items that don’t discriminate (that is, are too easy or too hard) x Unreliable patients or inconsistent portrayals by standardised patients x Examiners who score idiosyncratically x Administrative problems (such as disorganised staff or noisy rooms) Questions to ensure validity x Are the patient problems relevant and important to the curriculum? x Will the stations assess skills that have been taught?