Postgraduate Course: Assessment, Examinations and Standard Setting (MEED11022)
|School||Edinburgh Medical School
||College||College of Medicine and Veterinary Medicine
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course forms part of the first year of the Masters in Clinical Education and deals with assessment, feedback and associated topics for both undergraduate and postgraduate students.
Assessment in healthcare has been much studied and developed in recent years because a lot rests on the results. It must be good enough to protect patients, and reassure other stakeholders by permitting only competent candidates to progress without inadvertently holding back others who are also able. This is an enormous challenge especially when endeavouring to assess the wide range of competencies and attributes that we expect healthcare professionals to demonstrate. In addition there is a complex interplay between learning, assessment and feedback, making it difficult to predict exactly how effective assessments will be in any one context.
During this Course students will have weekly online lectures, tutorials and discussion-board contributions to guide and support their learning. The focus is on the principles of good assessment as it relates to the range of methods used within healthcare today across the world. As the Course progresses students will increasingly be able to critique and apply the literature to issues of assessment design.
During this Course students will explore the following topics:
- purposes of assessment
- formative and summative assessments
- current key issues in assessment and academic feedback
- competency based assessment processes
- common modes, methods and processes of assessment
- reliability, validity, cost-effectiveness, educational impact, utility, and fairness to assessment modes, methods and processes
- assessment blueprints
- standard setting - to set the pass score
- planning assessment in the clinical context
- quality management of assessment
Students will be provided with a variety of materials to read, listen to and consider, and are expected to attend the weekly online tutorials and contribute to the discussion boards to give them opportunities to nurture, extend and challenge their own understanding through discussion with peers and tutors. Extensive formative feedback is provided to students through the tutorials and discussion boards. Feedforward on the assignments will also be provided.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2016/17, Available to all students (SV1)
||Blocks 2-3 (Sem 1-2)
|Learning and Teaching activities (Further Info)
Lecture Hours 8,
Seminar/Tutorial Hours 8,
Online Activities 64,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 1,
Summative Assessment Hours 30,
Revision Session Hours 2,
Other Study Hours 1,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Students are expected to submit a short assignment and contribute to peer assessment, for feedback only (no marks), mid-course.
Summative written assignment - 3,000 words
||Tutors give feedback to students on a weekly basis through interactive tutorials and discussion boards.
Students will give feedback to their peers on a short assignment designed to feedforward into the end of Course summative assignment.
Tutors will offer group feedback on this assignment.
Tutors will give individual detailed feedback on the summative end of Course assignment.
|No Exam Information
On completion of this course, the student will be able to:
- ENQUIRY and LIFELONG LEARNING: demonstrate inquisitiveness, work independently and apply a significant body of knowledge and understanding within assessment topics in healthcare education including: examinations, blueprinting, standard setting, psychometrics, quality assurance and feedback.
- RESEARCH and ENQUIRY: set relevant questions, choose appropriate electronic databases and design search strategies for literature searches within assessment and feedback, and create possible follow-on questions for empirical and further library-based research.
- PERSONAL and INTELLECTUAL AUTONOMY: take reflective and critical approaches to the study and practice of assessment and feedback within healthcare education, concisely and critically evaluate published work and contributions from others including peers to develop understanding, inform academic debate and design practical plans for curriculum developments.
- COMMUNICATION: communicate ideas and arguments relevant to assessment and feedback clearly to peers and to informed and lay audiences, through informal verbal discussion and online discussion boards, reflective blogs, and formal academic pieces.
- PERSONAL EFFECTIVENESS: demonstrate learning underpinned by high self-efficacy, and skills for self-regulation, an ability to work effectively and empathically with peers and tutors, and a desire to enhance the experiences of their current and future students.
|Graduate Attributes and Skills
||Online environments are used for the teaching, learning and assessment of all courses on the MSc programme. This includes the Waverley Suite, allowing interactive visual, audio, textural and graphical modes of communication, in the same synchronous or asynchronous event.
|Course organiser||Prof Helen Cameron
Tel: 0131 242 6651
|Course secretary||Mrs Debbie Spence
Tel: (0131 6)51 6536
© Copyright 2016 The University of Edinburgh - 3 February 2017 4:46 am