Assessing professional competence: from methods to programmes
Assessing professional competence: from methods to programmes
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DOI：
10.1111/j.1365-2929.2005.02094.x
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发表时间：
2005-03-01
影响因子：
6
通讯作者：
Schuwirth, LWT
中科院分区：
文献类型：
--
作者：
van der Vleuten, CPM;Schuwirth, LWT
引言我们使用一个实用模型来说明，首先，选择一个评估方法涉及上下文相关的妥协，其次，评估是不是一个测量问题，而是一个教学设计问题，包括教育，实施和资源方面。在该模型中，评估的特点是不同的权重取决于目的和背景下的assessment.IMPRICAL和理论假设模型中的特点，我们专注于可靠性，有效性和教育的影响，并认为他们不是任何仪器的固有品质。可靠性不取决于结构或标准化，而是取决于抽样。关于有效性的关键问题是真实性和能力的整合。医学教育评估涉及复杂的能力，因此需要来自不同来源的定量和定性信息以及专业判断。在法官、工具和背景之间进行适当的抽样可以确保有效性和可靠性。尽管认识到评估驱动学习，但这种关系很少被研究，可能是因为它强烈的背景依赖性。评估作为intaructionaldesign当评估应该刺激学习，并需要足够的抽样，在真实的背景下，复杂的能力的表现，不能分解成简单的部分，我们需要从个别的方法转变为一个整体的程序，与教育计划交织在一起。因此，我们需要一个教学设计的角度来看。对发展和研究的影响程序性教学设计取决于一个仔细的描述和动机的选择，其有效性应衡量预期的结果。我们不应评价个别方法，而应提供证据，证明整个评估方案的效用。
INTRODUCTION We use a utility model to illustrate that, firstly, selecting an assessment method involves context-dependent compromises, and secondly, that assessment is not a measurement problem but an instructional design problem, comprising educational, implementation and resource aspects. In the model, assessment characteristics are differently weighted depending on the purpose and context of the assessment.IMPRICAL AND THEORETICAL DEVELOPMENTS Of the characteristics in the model, we focus on reliability, validity and educational impact and argue that they are not inherent qualities of any instrument. Reliability depends not on structuring or standardisation but on sampling. Key issues concerning validity are authenticity and integration of competencies. Assessment in medical education addresses complex competencies and thus requires quantitative and qualitative information from different sources as well as professional judgement. Adequate sampling across judges, instruments and contexts can ensure both validity and reliability. Despite recognition that assessment drives learning, this relationship has been little researched, possibly because of its strong context dependence.ASSESSMENT AS INTARUCTIONAL DESIGN When assessment should stimulate learning and requires adequate sampling, in authentic contexts, of the performance of complex competencies that cannot be broken down into simple parts, we need to make a shift from individual methods to an integral programme, intertwined with the education programme. Therefore, we need an instructional design perspective.IMPLICATIONS FOR DEVELOPMENT AND RESEARCH Programmatic instructional design hinges on a careful description and motivation of choices, whose effectiveness should be measured against the intended outcomes. We should not evaluate individual methods, but provide evidence of the utility of the assessment programme as a whole.