Thursday, 17 January 2019

Assessment for learning - Assessment IS learning

see also

(Designing the Denouement in Active and Flipped Classes)



Google image search for 'novice beginner competent proficient expert'

Tiuri R. van Rossum, Fedde Scheele, Henk E. Sluiter, Emma Paternotte & Ide C. Heyligers (2018) Effects of implementing time-variable postgraduate training programmes on the organization of teaching hospital departments, Medical Teacher, 40:10, 1036-1041, DOI: 10.1080/0142159X.2017.1418850

Tiuri R. van Rossum, Fedde Scheele, Henk E. Sluiter, Peter J. Bosman, Lotte Rijksen & Ide C. Heyligers (2018) Flexible competency based medical education: More time efficient, higher costs, Medical Teacher, 40:3, 315-317, DOI: 10.1080/0142159X.2017.1395404

http://www.medicalteacher.org/medteach_wip/pages/home.htm

https://www.mededworld.org/hardens-blog/reflection-items/January-2019/HARDEN-S-BLOG-The-future-of-medical-education--use.aspx

Govaerts M. (2015). Workplace-Based Assessment and Assessment for Learning: Threats to Validity. Journal of graduate medical education, 7(2), 265-7.

Sharma, S., Sharma, V., Sharma, M., Awasthi, B., & Chaudhary, S. (2015). Formative assessment in postgraduate medical education - Perceptions of students and teachers. International journal of applied & basic medical research, 5(Suppl 1), S66-70.

Helena Ann Ferris, Dermot O' Flynn. (2015) Assessment in Medical Education; What Are We Trying to Achieve? IJHE, Vol 4, No 2, pp139-144

Google search for 'Assessment in medical education: what are we trying to achieve?'




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