Understanding the complexities in evaluating students and our teaching is an ongoing process. In his view, deep and meaningful learning occurs when assessment focuses on both what students need to learn and how educators can best teach them.
In his seminal Learning to Teach in Higher Education, Paul Ramsden (1992) establishes an important distinction between deep and surface learning. Further, measurement considerations must not dominate the time educators might otherwise spend on creating meaningful instructional approaches. Within the clinical environment, the stakes are high for learners. How can evaluation possibilities be created to advance required competencies with individuals in complex practice environments?Įxpectations for learner achievements must be set out clearly before learning can be measured accurately. On the other hand, teachers may find themselves filling out extensive and perhaps incomprehensible checklists of criteria intended to measure critical thinking. On one hand, criticisms of standardized assessment techniques for required professional competencies and skill sets note the over-emphasis on reproducing facts by rote or implementing memorized procedures. In many clinical practice settings, instructors are required to apply evaluation tools that they have not designed themselves.
Fail better.” -Samuel Beckettįew topics have generated more impassioned discussions among educators of health professionals than evaluation of learning.
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