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Competence‐based summative assessment of a student‐directed course: involvement of key stakeholders
Author(s) -
Usherwood T,
Challis M,
Joesbury H,
Hannay D
Publication year - 1995
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1995.tb02818.x
Subject(s) - summative assessment , competence (human resources) , medical education , psychology , mathematics education , key (lock) , computer science , formative assessment , pedagogy , medicine , social psychology , computer security
SUMMARY The 5‐week module in general practice for final‐year students at the University of Sheffield is based on practice attachments and student‐directed learning in small groups. This paper describes how the summative assessment process of the module was revised to incorporate the notion of competence‐based assessment, and how general practitioner tutors, departmental tutors and students were involved in this revision. The question ‘What are students expected to know and be able to do by the end of the module?’ was answered in terms of a statement of the key purpose of the module and a list of intended learning outcomes. The question ‘How can we find out if students have achieved these outcomes?’ was addressed by developing check‐lists of criteria for observed behaviours and for the written products of students' actions.