ASSESSMENT

Carolyn
WHAT IS AN ASSESSMENT?

"A process for obtaining

“Any purported and formal action
information that is used for
to obtain information about
making decisions about
competence and performance of a
students; curricula, programs, and
candidate”
school; and educational policy"
• Tim Swanwick -  Understanding • AJ Nitko, SM Brookhart - 
medical education  Educational of students 
 • Systematic procedure
• Describing certain characteristic
Assessment Test • Numerical scale/ classification scheme

Tests Nontest • Physical theories

Classification • Qualitative 
schemes
Classifi
cation Numerica
scheme l scales • Scores
s
Measurement • Specified attributes 
Measur
ement
• Combined
Evaluation
• Teacher's experience
Evaluation • Student's achievement worth
WHAT TO CHOOSE

Pre and Post- Multiple True-false

Essay
tests choice questions

Higher-Order
Rubric SOCA OSCE
Thinking

OSCA
 HOW Learning target to assess
TO • Students standards knowledge and skills

CHOOS Match assessment techniques

E • Practical and efficient
• In line with learning targets

Serving the need

• Opportunities for determining specifically
• What they have achieved
• What they must do to improve

Using multiple indicators of achievement

• One assessment = one side of students abilities
• Underrepresent LO

AJ Nitko, SM Brookhart.
Interpreting and identify limitations
Educational assessment
of students. 6th ed.
• Assessments has limitation  only a sample of attainment
Boston: Pearson
Education, Inc; 2011:3-5
 PRE & POST TEST

1 2 3
Analyze Make the students Evaluate students
topic awareness of be more focused to learning of the key
the topic  the lecture  concepts 

 The bad
side?
PT Shivaraju, et al. Evaluating the effectiveness of pre- and post-test model of learning in a medical school. Natl J Physiol Pharm Pharmacol 2017;7:947-51.
HIGHER-ORDER THINKING

Require use of knowledge and skill in new or novel

situations

Ability to
Recall  Understand Apply Explain Interpret 
EXAMPLE
Laki-laki, 60 tahun, keluhan sesak napas. Sesak dirasakan semakin memberat
terutama saat berbaring sehingga pasien harus tidur menggunakan 2-3 bantal. Pasien
mempunyai riw. HTN 3 thn.
TD: 150/90 mmHg, HR: 120x/mnt, RR: 32x/mnt, S: 37,3 C, anemis (+), rhonki basah
kasar dibasal paru, edema anasarka (+)
Tatalaksana yang tepat?
EXAMPLE
Perempuan, 55 tahun, datang ke UGD pk 08.00, sejak 5 
yang lalu mengeluh nyeri kepala kiri, kaki
dan tangan lemas dan tidak dapat digerakkan, vertigo dan pelo. 
TD+190/100, N=100x/menit, RR+20x/menit. 
Kemungkinan pada CT scan didapatkan kelainan, berdasarkan anatomi,
pada pembuluh darah?
CREATIVE PROJECT
CREATIVE PROJECT
Facilitating multiple intelligence
learning
Team
work
Detailed explanation and rule in the
instruction
Difficult to design &
assess
HOW TO MAKE A CREATIVE
PROJECT?
Determine the
topic

Design the
Determine the
learning
scoring
method

Look out for Choose

many appropriate
assessments characters to
available assess
RUBRIC
RUBRIC
Decid
Determine
e Consider Grading/ Descriptio
influencin ASK!
projec factors Scoring n
g factors
t

HOW TO MAKE A
RUBRIC
RUBRIC - ISSUE

The standardization and objectivity 

Evaluator 
Culture • Expertise
• Experience
A challenge to many medical educators
faced with introducing minimum-
competency ‘pass/fail’ assessments in
which students are not ranked against
their peers, but against pre-set, minimal-
competency guideline

TIM SWANWICK
THANK YOU ANY QUESTIONS?