Assuring the Quality of Clinical Assessment

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Title Assuring the Quality of Clinical Assessment
Author Short, Leonie Marjorie; Nulty, Duncan David; Johnson, Newell Walter
Publication Title International Association of Dental Research Australian and New Zealand Division 47th Annual Meeting
Year Published 2007
Place of publication South Australia
Publisher IADR
Abstract Objectives: The opening proposition for this research paper is that in order to assure that assessment is of high quality, there should be alignment between the methods of assessment used, the way they are used, and the educational paradigm, philosophy and values of the program/school. Direct observation in Griffith's school of Dentistry (where, uniquely, dentists, therapists and hygienists study together), as well as recent research by Winning, Lim and Townsend (2005), suggests that it might be possible to improve such alignment. The primary objective of this research is to determine how that can be achieved. Methods: This study will begin by characterizing four different paradigms used in dental education. These are called 'traditional', 'procedural', 'problem-based learning' (PBL) and 'minimal intervention'. In each case, the study will identify and map the assessment methods used and will specify the principal purposes for those methods. Results: The mapping of assessment methods and purposes to educational paradigms will result in information which will allow academics and course / program designers to exercise better informed judgments in respect of the appropriate selection and use of assessment method. In principle, this will lead to an increased capacity to ensure that students' experiences of assessment are congruent with the educational aims and objectives of our programs – thereby leading to improve learning outcomes. Conclusion: This research hypothesises an association between, on one hand, choice and use of assessment methods and, on the other, the paradigm / educational philosophy / values of a school / program. It proposes that assessment is of higher quality when the assessments, their purposes and the paradigm are aligned. As such, achieving high quality educational outcomes for our students depends largely on the appropriate selection and use of assessment method.
Peer Reviewed No
Published Yes
Publisher URI
Alternative URI
Conference name IADR ANZ 47th Annual Meeting
Location Barossa Valley, South Australia
Date From 2007-09-23
Date To 2007-09-26
Date Accessioned 2008-02-29
Language en_AU
Research Centre Menzies Health Institute Qld
Faculty Griffith Health Faculty
Subject PRE2009-Dentistry
Publication Type Conference Publications (Full Written Paper - Non-Refereed)
Publication Type Code e2

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