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Three methods for the assessment of communication skills
Author(s) -
Smit G. N.,
Molen H. T.
Publication year - 1996
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1996.tb01219.x
Subject(s) - pencil (optics) , psychology , test (biology) , mathematics education , communication skills , quality (philosophy) , applied psychology , medical education , mechanical engineering , paleontology , medicine , philosophy , epistemology , engineering , biology
Assessment of students' communication skills after a course in problem‐clarifying skills requires an assessment method different from the traditional written examination. In this article we describe the construction and evaluation of simulations, video tests and paper‐and‐pencil tests. The results of an investigation into the quality of the tests show that they all have their advantages and disadvantages. The simulation is valid, but students' scores on one simulation are not reliable in the sense of generalisable. In order to achieve generalisable scores, i.e., scores which indicate how well a student will perform in problem‐clarifying interviews in general, five simulations have to be administered. Furthermore, the simulation is time‐consuming. The video test is a reliable and a reasonably efficient instrument. Its validity is also reasonable. The paper‐and‐pencil test is reliable and very efficient. It is, however, questionable to what extent students' proficiency in conducting a problem‐clarifying interview can validly be assessed by the paper‐and‐pencil test.