Assessment Fundamentals: Performance Based
This workshop explains how to dissect performance-based assessments into component parts with explicit links to possible validity threats, apply validity concepts to better structure performance-based assessments and critically examine/evaluate performance-based assessment plans.
Want us to offer this event again?
Register your interest now
Description
This workshop is for health profession educators who are interested in understanding, structuring and critically examining performance-based assessment of clinical competence. No previous experience in studying assessment is required, but some experience with either participating in or planning performance-based assessments will assist in examining issues and applying concepts.
Health profession education programs often include some form of performance-based assessment using observers in simulation and/or workplace settings to support learning, progression, and high stakes decisions. Because these types of assessments require observers to interpret performance, apply assessment tools, and form judgements, educators need to be aware of ‘validity threats’ that might undermine their assessment goals.
By the end of the workshop participants will be able to: (a) dissect performance-based assessments into component parts with explicit links to possible validity threats, (b) apply validity concepts to better structure performance-based assessments; (c) critically examine and evaluate their own performance-based assessment plans.
Title
Assessment Fundamentals: Performance Based Assessment
Keywords
Assessment; Validity; Competence
Program Details
For more information about the Stepping Stones Program please click here.
Event Details
Recommended Events
-
4OctThis workshop introduces participants to six paradigms of education relevant and prevalent in HPE. Participants are provided with an overview of each paradigm, how they are related to common education practices in HPE and how awareness of paradigmatic details and differences support aligned teaching/assessment approaches. -
10OctAs health professional educators (HPEs) we are inundated with information, and a very small proportion is useful for learning and application in patient care decision-making. Harnessing technology, we can create an effective system for information management, filtering out unwanted information, while being notified of the latest scientific articles specific to our area of expertise. Using cognitive load theory, we employ technology tools that can enable HPE stay current and informed. -
12OctThis program introduces participants to the language and frameworks of anti-oppression and social justice. It explores how the Canadian healthcare system continues to participate in discrimination and oppression. It also begins to explore how health care professionals can engage in praxis, which is theory-informed action in the pursuit of social justice.
