دانلود کتاب Written Assessment in Medical Education

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Preface Contents Notes on the Editors Chapter 1: Basic Concepts Introduction Types of Assessments Formative Assessment Summative Assessment Assessments Methods Written Assessment Performance-Based Assessment The Quality of the Assessment Validity From “Types of Validity” to Sources of Validity Evidence What Is a “Construct? Sources of Validity Evidence Content Response Process Internal Structure Relationship to Other Variables Consequences What Affects Validity (Threats to Validity)? Reliability Why Obtaining Reliability Is Important? What Affects Reliability? How to Measure Reliability? Educational Impact, Acceptability, and Cost Educational Impact Acceptability Cost References Chapter 2: Assessment of Learning Outcomes Introduction Outcome-Based Assessment Classifications of Intended Learning Outcomes Levels of the Cognitive Domain (Bloom’s Taxonomy) Psychomotor and Affective Domains (Tables 2.4 and 2.5) Miller’s Pyramid Types of Written Assessment Restricted-Response Items Commonly Used Multiple-Choice Questions Newer Formats of Multiple-Choice Questions Constructed-Response Items References Chapter 3: Blueprint in Assessment What Is Blueprint? Blueprint in the Context of Health Professional Education Theoretical Underpinning of Blueprint Benefits of Blueprinting Designing the Blueprint Developing the Blueprint Phase One: Topics’ Weight Estimation Phase Two: Selection of the Appropriate Assessment Tool Examples for Blueprint Templates Research Methodology Course (Table 3.7) Conclusion References Chapter 4: Constructed Response Items Overview of Constructed Response Items and Rationale of Their Uses Types of Constructed Response Items Long Essay Question Modified Essay Question (MEQ) Short Answer Question (SAQ) Constructing SAQs and MEQs Using Rubric in CRI Key Feature Approach Questions References Further Reading Chapter 5: Key Feature Items The Concept of Key Feature Items The Structure of Key Feature Items Psychometric Properties of Key Feature Items Evidence Based on Content Evidence-Based Response Process Evidence Based on Internal Structure Evidence Based on Relations to Other Variables Evidence Based on Consequences of Testing Conclusion References Chapter 6: A-Type MCQs Background Contextual Items Noncontextual Items Advantages and Limitations How to Construct A-Type MCQs? Stem Lead-in Options Distractors What Is the Optimal Number of Options in an Item: Five, Four, or Three? What Is the Justification for Reducing the Number of Options? Is Reducing the Number of Options Is the Only Way to Minimize NFDs? Decreasing the Options from Five to Four Has Undesirable Effects Evidence Evaluation: Are Studies that Prefer Four Options Credible? Can we Revisit the Definition of NFDs? Item Flaws (Table 6.1) Examples of Item Flaws: General Flaws Examples of Item Flaws: Flaws Contribute to Irrelevant Difficulty (Table 6.3) Constructing High Cognitive Level A-Type MCQs References Chapter 7: R-Type MCQs (Extended Matching Questions) Introduction Definition and Structure Educational Impact Psychometric Properties References Chapter 8: Script Concordance Test An Assessment of Clinical Reasoning Process Construction Principles Panel of Experts Scoring Assessment Utility References Chapter 9: Introduction to the Psychometric Analysis Introduction Theories Behind Testing Classical Test Theory (CTT—1968) Generalizability Theory (G Theory—1972) Item Response Theory (IRT) Qualitative Evaluation of Exams Quantitative Analysis of Exams Analysis of Examinees’ Scores Graphical Presentation of Examinees’ Scores (Histogram) Mean and Standard Deviation (SD) Median and Interquartile Range (IQR) Post-Exam Psychometric Analysis Exam Reliability Test-Retest Reliability Internal Consistency Reliability Inter-Rater Reliability Assessing and Increasing Exam Reliability Item Analysis Statistics Item Difficulty (ID) Item Discrimination Index Point-Biserial Correlation Distractor Analysis Standard Error of Measurement (SEM) Conclusion References Chapter 10: Standard Setting in Written Assessment Overview of Standard Setting Approaches for Assigning a Pass/Fail Status in an Evaluative Setting Criterion-Referenced Approach Norm-Referenced Approach Common Concepts in Standard Setting General Classification of Standard Setting Methods Common Methods of Standard Setting in Written Assessment The Angoff (1971) Method Nedelsky (1954) Method The Ebel (1972) Method References Further Reading Chapter 11: Progress Testing in Written Assessment Overview of Progress Testing The Concept of PT The Rationale for PT Development of PT Formulating a Central Committee for PT Designing PT Blueprint Test Item Format Scoring of PT PT Feedback for Students and Participating Schools References Further Reading Chapter 12: How Written Assessment Fits into the Canvas of Programmatic Assessment Traditional Assessment and Its Contemporary Challenges What Is Programmatic Assessment? Why Programmatic Assessment? Theoretical Underpinning of Programmatic Assessment Practical Tips to Design and Implement Programmatic Assessment Determine the Desired Competencies Design an Assessment Plan Determine Time Points and Frequencies of Assessment Develop a Culture of Constructive Feedback Promote Mentorship Program Evaluate and Adjust the Master Plan Plan and Conduct Faculty Development References Reading Material We recommend the readers to consult the following resources to advance their knowledge on programmatic assessment. Chapter 13: Assessment: Social Accountability and the Society References Index