Why am I being assesed for this?

A potent argument for a narrative of Relevance in Education.

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We need to create assessment systems that promote intrinsic motivation rather than extrinsic motivation; growth mindset, not fixed mindset

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The Value Proposition of Assessment is that it powerfully influences learning and measures what is relevant to patient outcomes.

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Reframing our language of assessment

Formative and Summative effects are not independent.

Trying to categorie this absolves the assessor of the responsibility of the process, the decisions, and outcomes
It threatens the credibility of the process.

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Guilty as charged

You are at #Ottawa2024 because you are passionate about assessment.

And that makes you a weirdo.

Assessment of Professionalism

Lots of hand waving in Oz/NZ medical schools that professionalism is embedded in the existing assessments without faculty articulation of the construct or the tools to measure it
@ConorGilligan18
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Medical Students’ Perspectives on the Factors Affecting Empathy Development During Their Undergraduate Training - PMC This study investigated the perspectives of medical students on the factors influencing empathy development during their undergraduate training. A descriptive phenomenological approach was used to generate illustrations of empathy development and ...

The construct and assessment of Empathy

No surprise that empathy is easy when the patient is co-operative or shares our world view. The valid assessment is what does the learner do when the patient is 'unpleasant' or 'difficult'.

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Themes of complexity (things that lead to lack unpredictability, tension, imperfect solutions)

- Interacting patient bio-psycho-social problems
- Interprofessional boundaries
- Resource limits
- Patient vs doctor goals
- Task priorities

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Within a CBE framework what would be considered adequate competency (not expertise) in Indigenous Health? What series of assessments would we use?

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What KSAs & constructs underpin the competency?

Addressing Indigenous health as a competency can be an exemplar of the challenges of knowledge translation in curriculum & assessment. #assessorliteracy

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Pub Crawl = Programmatic Assessment of Food & Drink?
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@LindaSMedEd

There is still a gap in our understanding about what exactly we are measuring or observing. More work is required on stakeholder perspectives on the nature of the large constructs that we are wishing our learners to embody.
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Have we forgotten to develop our constructs adequately before moving onto tools, instruments, and programmes that will be anchored upon them
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The evolution of thought in Assessment has evolved from reliability to validity; psychometrics to post-psychometrics; from assessment of learning to assessment for learning. Nevertheless, it still centres itself around construct validity.
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As much as I need to understand ChatGPTs assumptions & methods to manage AI, I also need to understand the constructs from which the assessors are using within a programme. #construct

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Wisdom of the crowd or a Crowd of Fools?

As we begin to embrace Generative AI in Assessment, are we placing too much trust in the 'hive' mind much in the same way we believe a Programme of Assessment can simply transform information into 'truth'. #sharedcognition

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Kane for the win

Let's get rid of the old language of Formative vs Summative and Low Vs High Stakes. Instead let's talk about creating a narrative that justifies the purpose and response actions of an assessment moment or series of moments.

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Should our learners not only focus on how they exercise agency over their own learning, but in shaping their roles and responsibilities as future clinicians?

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Programmatic assessment is learner centric and humane. It nurtures identity, growth, belongingness, and agency.

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Don't say an assessment is low stakes if your learning environment doesn't support that impression

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You have to trust the programme

As assessors move to adopt Programmatic Assessment, they need to resist the temptation to draw inferences too early then retrofit the data to justify it

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WBA vs OSCE

Ignoring logistical & implementation issues, what information can each tool provide about the learner and what it can't. Are they interchangeable?

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Nutritional deficiencies and unbalanced diets

I might not know what would happen if we remove OSCEs, but a diet raised purely on them leads to anaemic assessment skills. Programmes not instruments.

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Let's reset the conversation

Loving the nuanced questions from the floor on OSCE or the alternative.

What is it, when should we use it, how do we use it, why are we using it?

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In the language of programmatic assessment I am not sure about this dichotomy. All instruments can lead to judgments, but the action or decision we take differs based on what information they provide. There is a continuum of low to high stakes within a programme

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No perfect tool

Should the validity argument of the OSCE be the alleged authenticity or its objectivity, or its unique contribution to informing us about the construct of interest ? #competence

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What's being taught? What's being assessed? What's being learnt?

Amazing potential for AI in curriculum mapping, assessment data, learning analytics, & program evaluation.

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Assessment & Diversity

We need to first ask ourselves what is the construct that we wish to assess and what learner outcome are we seeking

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Assessment is not value free even in the most 'objective' forms of assessment

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Shared cognition. Should we treat AI like any other source of knowledge?

An immensely knowledgeable individual who can rapidly generate useful insights, but is still dependent on its data sources, yet is also fallible.

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