Professional Documents
Culture Documents
ONLINE ASSESSMENT
Department of Medical Education, School of Medical Sciences,
Universiti Sains Malaysia, email: msaiful_bahri@usm.my. CHALLENGES & SOLUTIONS
https://www.researchgate.net/profile/Muhamad_Saiful_Bahri_Yusoff 4th ICHPE-2020 | SYMPOSIUM 01 | Challenge of assessing the students online
Today’s Focus
Trends
Revisit the trends
Current Practices
REVISIT REVIEW Review the current
leading to new norms
in higher education practices of assessment
Challenges Solutions
REFLECT ENVISION Envision solutions to
Reflect the challenges
address challenges of
of online assessment
online assessment
Trends Leading to New Norms in Higher
Education
Internet, web
technologies, e-
learning, Evolution of
Technology ICT, 4IR,
Enhanced Pandemic New
1980’ 1990’
Learning 2000’ 2010 onwards Norms in
Technical skills Mobile devices, video streaming, Higher
needed to work with
world-wide technology, wide band
data network, powerful processors,
Education
computer hardware and gamification, AI, augmented reality
software
Informational Reproduction literacy/
skills/literacy content creation skills
(Westera, 2010, Guardia et al, 2017; Gui, Fasoli & Carradore, 2017; Burr & Floridi, 2020)
New Norms in Higher Education
01 SOCIAL
DISTANCING
02 PERSONAL
SPACE
03 SMALL
GROUP
04 DIGITAL
PLATFORM
Technology Enhanced Learning
Digital
Technology
Teaching &
01 02
enhanced
Learning
classrooms
The use of technology to
optimise teaching and Teachers teach by
learning experience using technology
04
Pedagogies
Application of ICT to
enable new choices for
teaching and learning
03 technology
Learners learn through
application of ICT
(Higher Education Academy, 2014; Adrian & Linda, 2014; Gordon, 2014; Carretero et al., 2017)
Program Learning
Outcomes Starting with a clear picture of
what is important for students to
• Cognitive Domain (C) be able to do (COMPETENCY).
• Affective Domain (A) Course Learning
• Psychomotor Domain (P) Outcomes
Online Face-to-face
Flipped Learning STUDENTS assessment
Classroom (are the focus)
Teaching &
Assessment
Learning Activities
Project Others
Labs Other learning Online assessment
experiences
3-5 years
COMPETENCY post training
Competent Medical
Final year Novice Competent Practitioner
Medical Practitioner (Medical Officer)
(House Officer)
Clinically Skillful
(Advanced beginner)
3rd & 4th year
Applied Knowledge
1st & 2nd year
(Novice)
Student
(Incompetent)
3-5 years Competent Medical
F2F Assessment post training Practitioner (Medical Officer)
1
Everyone are excited
with new technologies
2
1 Things slowing down due
2
(New Norms) to the unmet expectations
3 something that is
usual, typical, or
standard.
After short period,
3
eventually it achieved a
(Technostress) stable level of acceptance
Online Face-to-face
Flipped Learning STUDENTS assessment
Classroom (are the focus)
Teaching &
Assessment
Learning Activities
Direct Indirect
Assessment that Assessment that
demonstrates learning describes learning
(observed) (unobserved)
Capability
Optimize capabilities
To optimize the capabilities of all
learners by providing motivation
and direction for future learning
The 11 Public Medical Schools for UG Medical Education in Malaysia:
High-Stakes Assessment Recommendations
(i) Recommendation 1 is based on the situation where the Movement Control Order (MCO) is lifted. Students will return to
the campus and the examination will be conducted with strict measures to prevent the spread of COVID-19 (WHO). The date for
Professional examinations are conducted in the current academic year, depending on each university.
(ii) Recommendation 2 is based on the situation where the MCO is extended and students are not allowed to return to the
campus until a later date. The date for Professional examinations are required to be done within the current academic year. In
this scenario, the conduct of the examination will be fully online, adhering to the MMC Online Exam Guidelines. The Task Force
decided not to accept pre-recorded videos as students might not be comfortable to speak and act in front of the camera, as well
as differences among students regarding technology skills. To certify the clinical competency of the graduates, a refresher or
supplementary course will be conducted before their internship placement. If assessment data from the candidates’ previous
postings could be retrieved, it could also be considered as indicators of their clinical competency.
(iii) Recommendation 3 is based on the situation where the MCO is extended and students are not allowed to return to the
campus. However, in this scenario, the final professional examination will be deferred to a later date, probably early next year.
Universities may consider conducting theory examinations online at an earlier date. Those who pass will be awarded a
conditional pass until they sit for their clinical examination.
Appropriatenes Relevance
s of assessment Fairness
Motivation
Students’ perceived Students’ Learning effort
experience pertaining learning
to the assessment Learning approach
Student’s coping
Quantity
Feedback
Quality
https://www.researchgate.net/profile/Muhamad_Saiful_Bahri_Yusoff