Assessment and evaluation

500 AED


This module aims to give candidates an understanding of the principles of assessment including self and peer assessment. It should provide candidates with the basic knowledge and skills to draw up an assessment blueprint; and provide students with an understanding of standard setting techniques.

In this module, candidates will be introduced to the topic of assessment and feedback in health professions education, as well as how to evaluate sessions, modules, and programmes. Current methods and directions in both formative and summative assessment of learning underpinning a programme of assessment will be explored.

Learning outcomes:

  • Provide a robust grounding in the principles and processes of assessment.
  • Demonstrate understanding of the utility index & the fundamental concepts of validity, reliability, objectivity, educational impact, and generalizability of assessment results.
  • Demonstrate mastery of assessment design processes of blueprinting and standard setting and to the relationship of these to curriculum outcome statements.
  • Make a blueprint for assessment of student’s achievement.
  • Build multiple choice questions (MCQ)
  • Prepare and conduct the various objective practical examinations: spot examination (SE), objective structured practical examinations (OSPE) and objective structured clinical examinations (OSCE)
  • Apply the various standard setting & grading methods.
  • Analyze and interpret examination results.
  • Prepare for and conduct a course evaluation survey
  • Prepare for and conduct a curriculum review process
  • Use the results of a to reform the curriculum content and organization
  • Participate effectively in the process of program evaluation
  • Define the principles of students’ assessment.

Learning topics:

  • Principles of Assessment
  • Assessment (measurement) items/instruments/ tools
  • Continuous assessment items (assignments, embedded assessments, quizzes, workplace-based)
  • Types of test items (selected response vs constructed response)
  • Types of assessment (formative vs summative, low stake vs high stake)
  • Criterion referenced & norm referenced methods for the interpretation of marks.
  • Assessment of achievement (knowledge) through written and practical exams
  • Assessment of performance (skills) through written and practical exams
  • Assessment of ethics and professional behaviour (professionalism)
  • Technology & assessment
  • Establishing an assessment system
  • Programmatic assessment
  • Educational Policy Analysis and Planning

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