Contenu connexe Similaire à Criterion Based Assessment Forms Similaire à Criterion Based Assessment Forms (20) Plus de Health Education & Training Institute Plus de Health Education & Training Institute (20) Criterion Based Assessment Forms2. In NSW, in research conducted in 2010 (and reported at the last Forum), we
reviewed prevocational assessment forms completed by prevocational
trainees and found that, as currently used by trainees and supervisors, the
assessment forms may under‐report trainee underperformance, do not
discriminate strongly between different levels of performance of trainees or
the training system, and do not provide trainees with enough specific
feedback to guide their professional development.
The results of that study, which looked at over 3000 assessment forms,
were subsequently published in the MJA. I have distributed some copies of
that paper, and also copies of the red end‐term assessment form we
evaluated then, and a new set of forms that we are going to talk about
today. Please share copies with your neighbours if necessary.
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3. Our aim is to find better methods of assessment for prevocational trainees.
Among our underlying assumptions, we think that these are the purposes
of assessment.
1. Formative: to guide the trainee’s professional development.
2. Safety: to identify safety concerns and underperformance issues.
3. Summative: to document satisfactory performance
(certification/registration/progression).
4. Systemic: to identify strengths and weaknesses of the education and
training process.
These are four big purposes, and it is quite likely that a range of assessment
methods is required to meet all of them. However, in NSW, and I think in
other jurisdictions as well, assessment is conducted through a mid‐term
formative appraisal and an end‐term summative assessment — two forms,
filled out at two interviews between the term supervisor and the trainee.
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4. This graph shows the main result from our first study. It shows the overall
performance ratings by trainee self‐assessment and supervisor assessment
at mid‐term and end‐term. You can see that the lowest rating, 1, below
expected level, is virtually unused. Trainees never use it and supervisors use
it about one in a thousand times. The borderline rating, 2, is rarely used –
about one in a hundred times. Trainees rate themselves highly and
supervisors rate them even more highly – you can see that at end‐term,
supervisors rate more trainees as performing above expected level than at
expected level.
This is the result for the overall performance rating, but a virtually identical
graph could be drawn for the 18 specific competency ratings that are also
assessed. In summary, At end term, 98.5% of trainees were rated by
themselves and by their supervisors as performing at or above the
expected level on every item. This starts in term 1 as an intern and
continues through to term 5 as a resident. The problem with this rosy
picture is that we suspect from other evidence that it is not realistic. A
small proportion of trainees at any one time are underperforming on some
aspects of their job, but this is not picked up in assessment ratings.
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22. In NSW, in research conducted in 2010 (and reported at the last Forum), we
reviewed prevocational assessment forms completed by prevocational
trainees and found that, as currently used by trainees and supervisors, the
assessment forms may under‐report trainee underperformance, do not
discriminate strongly between different levels of performance of trainees or
the training system, and do not provide trainees with enough specific
feedback to guide their professional development.
The results of that study, which looked at over 3000 assessment forms,
were subsequently published in the MJA. I have distributed some copies of
that paper, and also copies of the red end‐term assessment form we
evaluated then, and a new set of forms that we are going to talk about
today. Please share copies with your neighbours if necessary.
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