Assignment Task
Introduction
This module aims to give students an understanding of the principles of assessment including self and peer assessment. It should provide students with the basic knowledge and skills to draw up an assessment blueprint; and provide students with an understanding of standard setting techniques.
The assessment for this module is aligned with the module learning outcomes.
Assignment task
This summative assessment takes the form of a single written piece of work which comprises four (4) tasks in the form of Part A, B, C & D, to be completed by all students. However, Part B has options.
Parts A & B have a word count of 1500 each, whereas Parts C & D have a word count of 1200 each. Please allow ±10%, excluding reference list and appendices.
Additional guidance for each part is provided in this Assessment Overview book under respective parts.
Please ensure that all 4 parts are included in a single submission, with a single cover page.
5.1. Part A
Section 1
Develop 3 questions and ideal student responses for 3 different levels of Bloom’s taxonomy. These should be presented in the table below and informed by your formative feedback.
Level of Bloom’s taxonomy (name of the level) Question Ideal answe
Analyse why each of your questions and responses is assessing at the level you identified.
Word count maximum of 750 words for section 1, which includes written contents in the table above.
Section 2
Consider an MCQ exam of your choice.
i) How would you determine whether it was a valid assessment? Paste the following table into your assignment and complete:
Type Describe each type of validity Describe how you would determine each type of validity using your chosen MCQ exam as an example
Construct
Face
Content
Concurrent
Predictive
Note that you are not required to actually validate the test; you are only asked to describe how you could go about doing so.
ii) Reflect on the importance of validity to the assessment process.
Word count maximum of 750 words for section 2, which includes written contents in the table above and citations.
5.2. Part B
Important: Please indicate at the top of your essay which option you have chosen, e.g. Option 2.
N.B. Answer either Option 1 or Option 2 but not both. Probably most of you will select Option 2.
Option 1
Identify a recent MCQ or OSCE exam with which you have been involved.
Select an appropriate standard-setting method, giving reasons for your choice, e.g. modified Angoff.
Apply the standard-setting method to the exam, giving information about any difficulties encountered.
Identify the pass mark.
How many students passed/failed, according to your standard-setting method?
How many passed/failed, using your usual standard and/or a 50% pass mark?
Reflect on the implications of the use of the standard-setting approach you selected.
Option 2
Briefly describe a course with which you are involved or have experience which has either The OSCE or MCQs as its assessment.
Evaluate the different standard-setting methods that might be used in this assessment process, for example Borderline, Angoff, etc. (no more than 5).
Select the most appropriate method(s) for use in this process, giving reasons for your choice.
Identify any barriers to implementation and suggest how you might overcome them.
Word count: 1500 words
5.3. Part C
Construct a self-assessment tool that your students or trainees could use to self-assess their own performance. Discuss its potential merits. Show how the student would use the tool, and discuss any problems that might be associated with its use.
Construct a self-assessment tool that you could use to self-assess the quality of your own teaching. Discuss its potential merits. Show how you would use the tool and discuss any problems that might be associated with its use.
Briefly reflect on the importance of feedback in the self-assessment process.
N.B. The answers to 1 and 2 should contain practical examples of self-assessment. Do not use examples already published. You may include these tools in an Appendix.
Word count: 1200 words maximum
5.4. Part D
Think about two recent, but different, experiences when you were involved in offering feedback (within a learning relationship). At least one of the examples should be of one-to-one, in-person feedback.
Describe the events and then analyse the process and skills you used during these experiences with reference to the content of the module. How would you change your behaviour in the light of this reflection?
Word count: 1200 words
6. Assessment FAQ
General questions
Structure
Q. Is each part of the assignment a standalone segment (i.e. with separate reference lists) or do we separate the one assignment into four parts, with one full reference list at the end?
A. Send in one assignment in four parts, with all the references at the very end followed by any appendices.
Referencing
Q. Can I use Vancouver/Harvard/Oxford/etc. referencing style, or must it be APA?
A. Use APA.
Word Count
Q. Does the appendix count towards the word count?
A. No – but don’t overload it.
Specimen answers
Q. Is there an example of a marked assessment of any previous student, to give an idea about the way of writing the assessment?
A. There is no specimen answer available for this module.
Part B – The standard-setting question
Q. For option 2, I assume most of us will be using this course (Medical Education) because not many people can commit to two courses at once. Is this correct?
A. If you are not involved in the examination process then select option 2.Use a course (exam) that you have some familiarity with, but do not use this course. I would advise a course that has used MCQs or an OSCE. This will make it easier to critique the various standard-setting methods.
Q. How brief can the evaluation of methods be? Can I compare two methods in more detail and only briefly mention others (e.g. focus on Angoff and borderline, and just mention Hoftsee and contrasting group)?Otherwise I’ll be repeating a lot of information (description, advantages and disadvantages and use/body of evidence) when I discuss the method I’m using.
A. If you are using the borderline to focus on (which is fine) then I would briefly mention some of the alternatives – there is no need for an in-depth critique but just pick up on a few issues.
Q. Option 2 in Part B asks us to evaluate the different standard-setting methods used in the assessment process, and then select the most appropriate.Do you want us to discuss the possible standard-setting methods that could be used and then select the one most applicable from our view?
A. Yes – look at the most plausible methods, e.g. Angoff, Hofstee, Borderline, Ebel. Critique these and then select the most appropriate, explaining why.
Part C – Self-Assessment Question
Q. Section 3 refers to giving practical examples of self-assessment (possibly in an appendix). Do you want an example of this in use?
A. You will be constructing the tool, so just describe it and explain how it works. The reference to “practical examples” just means that it should be something you could actually use in your setting.
Q. Does the ‘brief reflection on the importance of feedback in the assessment progress’ relate purely to self-assessment, or to assessment in general?
A. Focus on the importance of feedback to self-assessment.
Q. Is the intention for us to construct two self-assessment methods or just to discuss the possible content that could appear in them, with evaluation and pros and cons of the methodology?
A. Yes, construct 2 self-assessment exercises/tools – one which you could use and one which your students could use – then evaluate their pros and cons.
Q. Do you want us to discuss all mechanisms for feedback (including self, peer and teacher) or just the mechanism for self-assessment?
A. Just focus on self-assessment.
Part D – Feedback Question
Q. Do the examples need to be in a learning relationship, and what can be classed as a learning relationship, e.g. would feedback from a line manager to an academic, trying to teach them how to better manage their staff, be appropriate?
A. Yes, this would seem fine. As long as there is a feedback dialogue and you show how the module has impacted on your approach to giving and receiving feedback now.
6.1. Examples and Tips
This page provides examples and tips to help you understand the expectations of the questions in the summative assessment.
Part A
Section 1
Below are examples of questions that target each level of Bloom’s taxonomy. The questions are deliberately NOT related to medical education (as this would defeat the formative purpose), but they show the important ideas related to each level. The action words associated with each level of the taxonomy are shown in bold to help you understand why each example targets the selected level.
‘Remembering’ level:
The boxer breed of dog originated in which country?
Answer – Germany
Note: This is a fact that an examinee need only recall and state without actually understanding anything about dog breeds.
‘Understanding’ level:
Which of the following actions is most likely to increase your chances of being bitten by an aggressive dog?
A. picking up one of the dog’s puppies
B. avoiding direct eye contact with the dog
C. giving the dog plenty of space
D. wearing strong perfume
Answer – A
Note: The examinee must know that aggressive dogs are more likely to bite if they perceive a threat to their puppies, and must recognise that picking up a puppy could be perceived by the dog as a threat. Mere memorisation is not enough; some basic understanding is also needed to answer this question correctly.
‘Applying’ level:
Ikumi has a dog that barks incessantly at the door whenever the doorbell rings. Ikumi would prefer that the dog go and lie down quietly on her cushion whenever the doorbell rings. Using the concepts of luring, shaping, and prompting, describe how you would advise Ikumi to train her dog to do the desired behaviour.
Note: The examinee must apply their knowledge of the concepts of luring, shaping, and prompting to this particular situation in order to solve the problem.
‘Analysing’ level:
The Hill family are interested in adopting a dog to be a companion for their 2-year-old son. Develop 5 questions that you think would be most important for determining the type of dog best suited to this family’s needs.
Answer – Various answers are possible, but the following should be mentioned: the young age of the child; the level and type of activity the dog will be engaging in; behaviours/temperaments that are especially desirable or not (e.g. barking, high energy, protectiveness); the physical and social environment (apartment, fenced garden; other animals present); and any desirable or undesirable breeds.
Note: The examinee must not only apply their knowledge about selecting a suitable type of dog for a young family, but must also organise (prioritise) this knowledge to determine the most important questions to ask.
‘Evaluating’ level:
Please view the following short video that depicts problematic dog behaviour. Identify the problem(s) and evaluate the owners’ response. Suggest ways in which the owners could work to extinguish the problematic behaviour.
Note: The examinee must appraise the dog’s behaviour and critique the owners’ response in this situation in order to select an appropriate solution to the problem.
‘Creating’ level:
Using the best available evidence, design an easy-to-read guide to help dog owners understand how to keep their pets healthy.
Note: The examinee must assemble the evidence from which they will design and author a new work of their own.
Section 2
For the second part on validity briefly describe an MCQ exam that you are familiar with. Then briefly describe the 5 type of types of validity and how you would determine each. Since this is an achievement test, certain types will be more easily determined.
Part B
Select just one of the options. Probably most will choose Option B. For Option B describe a course that uses MCQs or the OSCE as its assessment. Describe standards-setting techniques that might be employed and discuss their pros and cons. Select what you think would be the most appropriate for your circumstances and say why. Describe any of the problems that you might encounter and how you might solve them.
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