The Development of a Competency-Based Assessment Rubric to Measure Resident Milestones

Boateng, Beatrice A.; Bass, Lanessa D.; Blaszak, Richard T.; Farrar, Henry C.

doi:10.4300/01.01.0008

Cited by 38 publications

(33 citation statements)

References 26 publications

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“…Research on this topic has covered different postsecondary sectors (Boyer et al 2007), general education and various disciplines (Goubeaud 2010;Paradis and Dexter 2007;Palomba 2002;Yanowitz and Hahs-Vaughn 2007), professional and graduate programs (Gerdy 2002;Goubeaud and Yan 2004;Candela et al 2006;Boateng et al 2009 and international higher education (Fook and Sidhu 2010). Taken together, these studies reveal a growing interest in reforming assessment in higher education to be more learner-centered.…”

Section: Related Literaturementioning

confidence: 99%

The Use of Learner-Centered Assessment in US Colleges and Universities

Webber

2011

Res High Educ

111

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Over a decade ago, Barr and Tagg (Change Mag 27(6):12-25, 1995) declared that a shift had occurred in higher education from an instruction paradigm to a learning paradigm. A central element in this new paradigm is learner-centered assessment. While a growing body of literature suggests that this approach to assessment is a best practice in higher education pedagogy, it is still unclear whether faculty members have embraced it fully. Using data from the National Study of Postsecondary Faculty, this study examines the extent to which faculty members employed learner-centered assessments in postsecondary classrooms at two points in time, 1993 and 2004. Findings show similar to higher rates of use for some assessment techniques in 2004 compared to reports from 1993, as well as differences by faculty gender, age, discipline, and institution type. Implications for faculty members, student learning, and institutional policy are discussed.Keywords Learner-centered assessment Á Faculty practices in assessment Á Student learning assessmentThe assessment of student learning in postsecondary education continues to be a salient issue among educators, leaders in accrediting agencies, and elected officials (e.g., Ewell 2002; Glenn 2011; Kinzie 2010). Assessment has been a long-standing issue and an important dimension of quality instruction; however, its meaning and use have evolved significantly over the past two decades. A traditional view of assessment defines its primary role as evaluating a student's comprehension of factual knowledge. A more contemporary definition, which is growing in popularity, sees assessment as activities designed primarily to foster student learning. This more recent definition has its roots in a movement to make higher education more learner-centered, and related assessment practices are often labeled learner-centered assessment techniques.It is clear from a growing body of literature that learner-centered assessment is now considered a highly-valued practice in higher education pedagogy. Yet, it is unclear to

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Section: Related Literaturementioning

confidence: 99%

The Use of Learner-Centered Assessment in US Colleges and Universities

Webber

2011

Res High Educ

111

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“…26,27 Having multiple examples of high-and low-scoring behaviors from a cohort of family physicians and specialists makes it possible to create a rubric for assessment to aid in reducing subjectivity. [28][29][30] A rubric provides expectations for assessment and performance that enable both those performing the assessment and the individual being assessed to know what is expected. 28 The concept of informing the assessors resonates with recent arguments that, to improve validity of assessments, those assessing clinical performance must be prepared in the use of the tool to be used.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…[28][29][30] A rubric provides expectations for assessment and performance that enable both those performing the assessment and the individual being assessed to know what is expected. 28 The concept of informing the assessors resonates with recent arguments that, to improve validity of assessments, those assessing clinical performance must be prepared in the use of the tool to be used. 31,32 Responding to these findings, the College of Physicians and Surgeons of Nova Scotia's NSPAR program developed a rubric, the NSPAR Survey Interpretation Guide.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

How Do Physicians Assess Their Family Physician Colleagues' Performance? Creating a Rubric to Inform Assessment and Feedback

Sargeant

MacLeod

Sinclair

et al. 2011

Journal of Continuing Education in the Health Professions

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“…The scoring rubric is a method of assessment that has been extensively studied and is gaining recognition in professional education. 10,[14][15][16][17][18][19][20][21][22][23][24][25] It uses specified evaluation criteria and proficiency levels to gauge student achievement; each point on a fixed scale is described by a list of performance characteristics. 10,[26][27][28] Rubrics can aid teachers in the measurement of ''products, progress, and the process of learning,'' 26(p2) as well as provide clear performance targets.…”

mentioning

confidence: 99%

“…10,[14][15][16][17][18][19][20][21][22][23][24][25] It uses specified evaluation criteria and proficiency levels to gauge student achievement; each point on a fixed scale is described by a list of performance characteristics. 10,[26][27][28] Rubrics can aid teachers in the measurement of ''products, progress, and the process of learning,'' 26(p2) as well as provide clear performance targets. 27,28 Advantages associated with well-written rubrics include their relative ease of use by instructors and learners, their ability to provide informative feedback to students, their consistency in scoring, their ability to facilitate communication between evaluators and learners, their support for learner self-assessment and skill development, and their familiarity to physician evaluators (Apgar Score and the Glasgow Coma Scale).…”

mentioning

confidence: 99%