Assessment is fundamental to education, serving as a tool for evaluating student learning and progress (Ferris, H., & O’Flynn, D. 2015). In medical education, where the expectations are high, and the demands are rigorous, effective assessment strategies are crucial. This article examines the definition of assessment, its types, and its connection to learning outcomes.
What is assessment?
According to Harlen (2005), assessment refers to the methods used to evaluate students’ performance throughout an academic program. It incorporates a variety of methods and techniques aimed at assessing various aspects of student learning.
As noted by James, McInnis, and Devlin (2002), a well-designed assessment not only sets clear expectations but also provides opportunities for students to self-monitor, rehearse, practice, and receive feedback, thus significantly enhancing the quality of learning.
Moreover, assessment plays a crucial role in shaping the educational journey of both educators and students. While academic staff often prioritize designing learning outcomes and teaching and learning activities, students often shape their learning paths based on assessment requirements, highlighting the need for understanding how they will be assessed (James, McInnis, & Devlin, 2002). Furthermore, assessment serves as a guide to students, providing short-term goals, clarifying tasks, and offering valuable feedback to facilitate their learning journey (Gronlund, N. E. 2006, as cited in Sood Rita, and Tejinder Singh., 2012).
Types of assessment
Assessment types can be generally categorized into two: formative and summative. Formative assessment, also known as assessment for learning, is aimed at enhancing learning itself. It occurs throughout the learning process and guides teaching and learning activities (WHO, 2001; Tormey, 2015). In contrast, summative assessment, or assessment of learning, is the traditional approach used to determine student grades (Downing and Yudowsky, 2009 as cited in Hulail M, et al., 2020).
Historically, summative assessments have been the foundation of undergraduate medical education, (Leung, 2000 as cited in Ferris & O’Flynn, D. 2015). However, modern educational practices are witnessing a shift towards incorporating more formative assessment methods. Ferris and O’Flynn (2015) note that while traditional summative assessments are effective for assessing core knowledge in the early years of medical education, universities are increasingly adopting continuous assessment approaches, integrating formative practices such as reflective portfolios, self-assessment, and OSCE stations.
Connection between assessment and learning outcomes
The alignment between assessment and learning outcomes is crucial for ensuring the effectiveness and validity of assessments. It is vital to maintain congruence between the subject matter delivered during teaching sessions, the competencies expected to be acquired by students, and the assessment tasks (Bridge et al., 2003 as cited in Ferris & O’Flynn, 2015). This alignment, known as constructive alignment, ensures that assessments accurately measure the intended learning outcomes and guide students towards achieving these goals.
In conclusion, effective assessment strategies are necessary in medical education for evaluating student progress, promoting learning, and guiding teaching practices. By using a diverse range of assessment methods aligned with learning objectives, educators can create meaningful learning experiences and support students in their journey towards becoming competent healthcare professionals. As assessment keeps changing and evolving, it serves as a foundation of quality education, driving continuous improvement and excellence in medical training.
To learn more about assessment alignment with learning outcomes and tasks, as well as how to construct assessment plans and rubrics for grading and feedback, we invite you to join us for an in-person training session in English with Dayana Sánchez on May 29th. For registration and program details, please click here.
References
Ferris, H., & O’Flynn, D. (2015). Assessment in Medical Education; What Are We Trying to Achieve?. International Journal of Higher Education, 4(2), 139-144.
Harlen, Wynne. „Teachers’ summative practices and assessment for learning–tensions and synergies.” Curriculum Journal 16, no. 2 (2005): 207-223.
Hulail, M., Hassan, N. H., Tharwat, M., & ElSawy, N. A. Current Trends of Assessments in Medical Education with Special References to Preferred Tools in Anatomy Examinations. WJMER.
James, R., McInnis, C., & Devlin, M. (2002). Assessing learning in Australian universities: Ideas, strategies and resources for quality in student assessment. Deakin University.
Sood, R., & Singh, T. (2012). Assessment in medical education: Evolving perspectives and contemporary trends. Natl Med J India, 25(6), 357-364.
Tormey, W. (2015). Education, learning and assessment: current trends and best practice for medical educators. Irish Journal of Medical Science (1971-), 184, 1-12. DOI: 10.1007/s11845-014-1069-4
World Health Organization. (2001). WHO guidelines for quality assurance of basic medical education in the Western Pacific Region.