NDLI: Validity in work-based assessment: expanding our horizons.

Please wait, while we are loading the content...

Year: 2017 Volume: 51

Year: 2016 Volume: 50

Year: 2015 Volume: 49

Year: 2014 Volume: 48

Year: 2013 Volume: 47

Year: 2013 Volume: 47 Issue: 12

Validity and truth in assessment.

Validating workplace-based assessments: continuity, synthesis and a qualitative heart.

Patients and learners: time for a re-evaluation of our goals in bringing them together.

Scoring the Script Concordance Test: not a black and white issue.

When I say self-regulated learning.

Validity in work-based assessment: expanding our horizons.

Threats to validity in the use and interpretation of script concordance test scores.

The effects of contributing to patient care on medical students' workplace learning.

Flux, questions, exclusion and compassion: collective learning in secondary care.

Too much small talk? Medical students' pelvic examination skills falter with pleasant patients.

Are two heads better than one? Comparing dyad and self-regulated learning in simulation training.

On the role of biomedical knowledge in the acquisition of clinical knowledge.

Quizzes and conversations: exploring the role of retrieval in medical education.

Year: 2013 Volume: 47 Issue: 11

Year: 2013 Volume: 47 Issue: 10

Year: 2013 Volume: 47 Issue: 9

Year: 2013 Volume: 47 Issue: 8

Year: 2013 Volume: 47 Issue: 7

Year: 2013 Volume: 47 Issue: 6

Year: 2013 Volume: 47 Issue: 5

Year: 2013 Volume: 47 Issue: 4

Year: 2013 Volume: 47 Issue: 3

Year: 2013 Volume: 47 Issue: 2

Year: 2013 Volume: 47 Issue: Supplementary 2

Year: 2013 Volume: 47 Issue: 1

Year: 2013 Volume: 47 Issue: Supplementary 1

Year: 2012 Volume: 46

Year: 2011 Volume: 45

Year: 2010 Volume: 44

Year: 2009 Volume: 43

Year: 2008 Volume: 42

Year: 2005 Volume: 39

Validity in work-based assessment: expanding our horizons.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Govaerts, Marjan Van Der Vleuten, Cees P. M.
Description	Country affiliation: Netherlands Author Affiliation: Govaerts M ( Educational Development and Research, Maastricht University, Maastricht, the Netherlands.)
Abstract	CONTEXT: Although work-based assessments (WBA) may come closest to assessing habitual performance, their use for summative purposes is not undisputed. Most criticism of WBA stems from approaches to validity consistent with the quantitative psychometric framework. However, there is increasing research evidence that indicates that the assumptions underlying the predictive, deterministic framework of psychometrics may no longer hold. In this discussion paper we argue that meaningfulness and appropriateness of current validity evidence can be called into question and that we need alternative strategies to assessment and validity inquiry that build on current theories of learning and performance in complex and dynamic workplace settings. METHODS: Drawing from research in various professional fields we outline key issues within the mechanisms of learning, competence and performance in the context of complex social environments and illustrate their relevance to WBA. In reviewing recent socio-cultural learning theory and research on performance and performance interpretations in work settings, we demonstrate that learning, competence (as inferred from performance) as well as performance interpretations are to be seen as inherently contextualised, and can only be under-stood 'in situ'. Assessment in the context of work settings may, therefore, be more usefully viewed as a socially situated interpretive act. DISCUSSION: We propose constructivist-interpretivist approaches towards WBA in order to capture and understand contextualised learning and performance in work settings. Theoretical assumptions underlying interpretivist assessment approaches call for a validity theory that provides the theoretical framework and conceptual tools to guide the validation process in the qualitative assessment inquiry. Basic principles of rigour specific to qualitative research have been established, and they can and should be used to determine validity in interpretivist assessment approaches. If used properly, these strategies generate trustworthy evidence that is needed to develop the validity argument in WBA, allowing for in-depth and meaningful information about professional competence.
File Format	HTM / HTML
ISSN	03080110
Issue Number	12
Volume Number	47
e-ISSN	13652923
Journal	Medical Education
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2013-12-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Clinical Competence Professional Competence Humans Psychometrics Workplace Discipline Education Standards Journal Article Learning Reproducibility Of Results Education, Medical Educational Measurement Methods
Content Type	Text
Resource Type	Article
Subject	Education Medicine

Central Library (ISO-9001:2015 Certified)
Indian Institute of Technology Kharagpur
Kharagpur, West Bengal, India | PIN - 721302

See location in the Map
03222 282435
Mail: support@ndl.gov.in

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in