| Principles |
Applications |
Examples |
| 1. Course objectives should relate to program goals, and program goals should relate to institutional goals. |
Explicit connection of learning objectives to program/institution objectives |
· Institution/program goal: effective communication
· Course learning objective: ability to write a high-quality analysis of the literature about some topic |
| 2. Assessment is based on student success in meeting specific, reasonable, challenging goals that are related to standards for professional practice |
Frequent assessment with feedback (eg CAT) |
· Use of scoring rubrics that judge student performance in meeting expected outcomes |
| 3. Assessment is both summative (an accounting of acquired learning) and formative (improvement of future learning). |
Assessment activities that give guidance about future learning |
· Progressive drafts of papers and elaboration of concept maps with feedback
· Classroom assessment techniques (CAT) |
| 4. Assessment allows for the acceptance of multiple "truths" about appropriate topics, but also requires that multiple perspectives be shared and discussed. |
Sharing of student learning projects |
· Chat sessions on electronic courseware
· Poster presentations |
| 5. Assessment de-emphasizes the "scientific measurement" model, which relies primarily on objective testing, and emphasizes the "judgmental model", which relies on the use multiple, diverse forms of assessment. |
Triangulation of multiple assessments of learning (tests, papers, projects, portfolios, performance) |
· Use of quantitative and qualitative assessments |
| 6. Assessment is concerned not only with the outcomes of learning, but also the processes of learning. |
|
· Metacognitive activities: reflective journaling
· Peer and self-assessment of participation in collaborative learning |
| 7. Learning outcomes are focused not only on the acquisition of knowledge but how that knowledge can be used to answer important, relevant questions. |
Assessment activities that are focused on the application of knowledge to solve real problems (eg case problems) |
· Solving ill-defined case problems (PBL) |
| 8. Students are an integral part of the assessment process |
|
· Peer assessment
· Self-assessment |
| 9. Assessment uses both direct and indirect measures of learning |
|
· Direct: tests, papers, projects, performance, portfolios, oral and practical examinations
· Indirect: surveys of learners, preceptors, employers, focus groups |
