Effectively assessing learning in the Basic Health Sciences: using different modes of assessments-what do they measure? [abstract]

ABSTRACT

In an integrated problem-based learning focussed curriculum where there are significant levels of vertical and horizontal integration, for assessment to be appropriate and aligned a variety of assessment modes must be utilized. At the Faculty of Medical Sciences, significant curriculum changes have been accompanied by changes in the assessment scheme. One of the major significant changes has been the use of a varied but appropriate assessment mode when constructing continuous assessment. Increasingly, Faculty has made use of both construceted response and performance assessments in addition to the traditional selected response formats. In terms of quality assessment schemes, such policies reflect an improved assessment scheme that is likely to more effectively fit both the subject area and the changing student profile. This study considers the predictive validity of different assessment modes using the correlation with the student's admission scores. The study includes an investigation of the validity of Constructed response formats such as the recently introduced Modified Essay Questions (SAQ's), both used in Continuous Assessments as well as the Restricted Response Essays used in the Phase Examinations of the New Programme. Selected response formats such as the MCQ and MTF. Performance Assessments, including scores derived from laboratory reports and seminars. It was found that selected response formats were generally of higher validity, suggesting perhaps greater rigour and fairness, despite the possibility of test-wiseness and cueing as factors limiting construct validity. Concerns over standardization and rigour in both performance and constructed response assessments are identified. Recommendations are provided for developing greater rigour when implementing performance assessments and for establishing feedback systems based on scores from constructed repsonse formats. (AU)