MEE8079 : Assessment in Medical Education
- Offered for Year: 2024/25
- Module Leader(s): Dr David Thewlis
- Lecturer: Dr Gwyndaf Roberts, Dr Anusia Sivaratnam, Dr Bryan Burford, Dr Kye Mon Min Swe, Dr Fiona Clarke, Dr Emma Black, Dr Sonia Bussey, Ms Poongothai Shanmugaraja
- Deputy Module Leader: Dr Sophie Hill
- Owning School: School of Medical Education
- Teaching Location: Off Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
Aim
• Introduce students to theories and principles relevant to medical assessment
• Allow students to understand the principle of psychometric analysis of assessments
• Be able to design and critique assessment items
Outline Of Syllabus
Module Content will cover the following;
The purpose of assessment
• Who is assessment for?
• What makes a good assessment?
• Types of assessments used in medicine
• Competency frameworks
• Workplace-Based Assessment
Assessment Design
• Constructing assessment items
o Practical examples
o Design pitfalls
o Item analysis
• Blueprinting
• Sequential testing
• Feedback
o Why feedback?
o How to integrate feedback into assessment
o Data about candidate use of feedback
Psychometrics
• Definition and purpose
• Validity and reliability
o Measures of reliability and their value
• Item analysis
• Deciding who passes
o Standard setting methods
Participants will be given the opportunity to:
• Design test items
• Review and quality control items before use
• Practice standard setting methods
• Carry out item analysis with examination data
• Use a variety of methods to make pass/fail decisions
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 23:00 | 23:00 | Work though guidance document to prepare for assignment |
| Guided Independent Study | Directed research and reading | 1 | 140:00 | 140:00 | Formative online tasks to apply knowledge Guided further reading |
| Scheduled Learning And Teaching Activities | Small group teaching | 9 | 1:00 | 9:00 | Small group tutorial to support application of module content |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 2:00 | 8:00 | Online group workshops |
| Guided Independent Study | Online Discussion | 1 | 20:00 | 20:00 | Asynchronous on-line discussion forums to support learning |
| Total | 200:00 |
Teaching Rationale And Relationship
The teaching methods will comprise;
- Short mini presentations to present the factual knowledge required
- Large and small group synchronous and asynchronous discussions to develop understanding
- Problem-solving exercises in small groups to develop the ability to apply knowledge to their own context.
Optional present-in-person study day (repeated and recorded online) will be offered. Although this is an online programme, there may be additional opportunities to attend optional on campus events. For any on campus opportunity an online equivalent session will also be offered.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | A | 100 | Critique of assessment, and design of new assessment components. 3,000 word count |
Assessment Rationale And Relationship
The module outcomes require an ability to understand the core principles underpinning summative assessment. The module assessment will require the candidate to demonstrate that understanding by;
- Critiquing assessment items with which they have designed
- Designing new assessments of their own for the same, or other, courses in which they are involved
This will require engagement with the assessment literature
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MEE8079's Timetable