Jan D. Carline
Basic issues and methods for evaluation of learning: cognitive performance, psychomotor skills, and reasoning abilities in classroom, laboratory, and clinical settings. Practical applications of instruments such as multiple-choice questions, essays, oral examinations, checklists, rating scales, simulations, and patient management problems. Recommended: 520. Offered: Sp.
At the end of the course, students will be able to: 1 List the uses and limitations of evaluation in education 2 Apply basic concepts in measurement to the planning and construction of evaluation instruments 3 Develop a plan for the evaluation of a full course 4 Construct instruments for the evaluation of skills performance 5 Identify components of skill performance that can be validly and reliably evaluated 6 Construct technically solid and appropriate multiple choice test questions for the evaluation of cognitive performance 7 Use evaluation techniques to promote learning
Issues and methods in student evaluation will be presented through assigned readings, lectures, and discussions. Readings are assigned for each session, and are found either in the text or syllabus. You will be expected to have completed the readings and other assignments prior to class. Students have the option of completing course requirements in a collaborative group of two or three students or as individuals. If you choose to work collaboratively, you must declare your group membership by the second class session. Once you have identified yourself as a group member, you will not be able to withdraw from the group. Your scores and grade will be based on the performance of the group as a whole. The required short papers and projects are all aimed at the completion of the final project, which is the development of an evaluation plan for a course. Content of each assignment will be present in the final project.
Med Ed 520 or other course work or experience in teaching.
Class Assignments and Grading
Course Description and Objectives: Develop a brief description of a course, classroom or clinical, in which you might expect to teach. The course must have both cognitive and skills components. Write at least three goals and 20 objectives for this course (8 objectives for a student working alone). The description must also contain an initial plan for the weights to be assigned to course goals and the types of evaluation instruments to be used to assess student performance. The course must represent at least 3 credit hours.
Clinical Skill Instrument: Develop an instrument to evaluate a psychomotor skill appropriate to the course you described in the first assignment. You will field test the instrument with at least three colleagues (one colleague for a student working alone). You will instruct the colleague on how to use the instrument, and them observe the individual using the instrument. You will then interview the colleague about the use of the instrument. A clean copy of the instrument, any forms completed by the colleague, and a brief report of the results of the field test, is to be submitted.
Evaluation Article Analysis: With the assistance of Dr. Carline, select four published articles on a topic in evaluation in your professional field. These articles should be chosen to help you design the course evaluation plan required for your final project. Although articles may be primarily descriptive (not just research based) they must include data for analysis. Write a brief report on each following the suggested outline. Initial Multiple Choice Test Items: As individual students (not a group) write 5 multiple choice test items related to the course and objectives described in the first assignment. Bring at least three copies to class. Items will be reviewed during that session. At least three of the items must represent assessment of application tasks.
Final Multiple Choice Test Items: As a group, submit ten multiple choice test items discussed in the previous assignment. At least six of the items must represent assessment of application tasks. These items will represent the core of a test of cognitive skills to be included in your course evaluation plan. (If you are not in a group, submit five items, three of which must be at the application level.)
Course Evaluation Plan: Develop an overall evaluation plan for the course that you described in the first assignment. You may include work completed for previous assignments as components of this plan. An example of an excellent plan is included in this syllabus.
Successful completion of the course assignments to the criteria and standards explained in the syllabus. A detailed outline of the grading system is available.