| Autor: |
Boyd F. Richards, J. R. Philp, E. W. Bradley, L. D. Cariaga-Lo, Ann W. Frye |
| Rok vydání: |
1997 |
| Předmět: |
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| Zdroj: |
Advances in Medical Education ISBN: 9789401060486 |
| DOI: |
10.1007/978-94-011-4886-3_116 |
| Popis: |
We describe a process for a fair, modified, modified essay examination for first and second year problem based curriculum students. Students were required to submit lists of all learning issues studied. Learning issues shared by all students were used by faculty as a guide to constructing mandatory questions. Learning issues shared by some but not all students were used to construct optional questions. This process gave students control over a large but finite range of topics from which the faculty could chose a much smaller list of mandatory or optional questions. Faculty comprising the examination committee were all deeply involved in both curricular and evaluation development including grading of the examination questions. This arrangement yielded three outcomes: information based matching reform of both curriculum and evaluations; ownership of the scope and depth of examinations by students and of academic standards by faculty; reliability coefficients in the range 0.82 to 0.91. These results probably derived from a process that promoted a high level of congruence between faculty expectations and student scholarship. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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