PBL - Assessement

Dr. Yasser M. El-Bastawisy ياسر محمد البسطويسى. د

Associate Professor

Anatomy & Embryology


Why assessment?

Evaluate the process of learning.

Competency of the student and

graduates.

Make informed decisions about how to modify and improve

the curriculum.


Student assessment

in the new curriculum

Formative Summative


Formative assessment

Help students to identify their strengths

and weaknesses and target areas that need

work.

Help faculty to recognize where students

are struggling and address problems

immediately.

Goals:


Formative assessment

methods

Self

Assessment

Peer

Assessment

Questioning

Students collect

information about

their own learning.

Assessment of

student work by

other students.

Questions will

be posted on the e-

platform regularly

to foster students’

learning.


summative assessment

The information.

The development of the skills, behaviors

and attitudes needed in subsequent medical

training and practice.

The ability to use data appropriately for

solving problems commonly encountered in

medical practice.

Goal:

- Assess the performance of the students:


summative assessment

methods

MCQ

PBL continuous

Assessment

Triple Jump

Short

Essay

Evaluate the

student’s ability

to demonstrate

the process and

skills that are

used in the PBL

groups. OSPE/OSCE


Triple jump exam

Rationale for TJE

PBL encourages development of problem-solving and

critical thinking skills along with knowledge acquisition

Assessment needs to match the curriculum.

TJE assess the Skills and abilities expected to be acquired

by the students.


Triple jump exam

Structure of TJE

Step 1:

- The Student receives a written mini-case in the presence of the

assessor then she/he reads through the case and presents an

oral review and analysis of the case.

- The student starts initial analysis of a problem (10-15 minutes)

to include the following:

1. Identify the problem

2. Propose hypotheses

3. Explore existing knowledge

4. Develop learning agenda

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Triple jump exam

Structure of TJE

Step 2:

- Independent research (2 hoursor 1 day).

Step 3:

- It takes almost (10- 15 minutes)

- In the presence of the assessor the student:

1. Present research findings

2. Relate findings to the problem

3. Identify new limits of knowledge

4. Design new learning agenda (if needed)

5. Perform a brief self-assessment

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Information included in the

exams

The ILOs of the course

published in phase 1

handbook.

Learning agendas

prepared by students

during PBL classes.

Information that is

mentioned in lectures and

practical sessions &

related to the learning

agendas.

Assessment will be based on:


Summative Assessment Continuous assessment Final assessment

Written exam

Number

Quizzes

2 papers

20%

Final

test

2 papers

30 % Timing Quiz 1

After three

problems (At the

beginning of the

following week)

Quiz 2

After six

problems (At

the beginning of

the following

week)

By the end of the course

Format Case-Based MCQs, EMQs Paper 1

Case-Based

MCQs, EMQs

Paper 2

Modified Essay

Questions

(MEQ)

Number of

questions/ paper

30 items 60 - 80 items 15 - 30 items

Duration 60 minutes each 2 Hours 1 Hour

Fraction of end

score

10 % 20 % 10 %

Responsible

person

Assessment Committee Assessment Committee

Practical exam

Timing I. PBL

assessment

with each tutorial session

(8 sessions)

20%

OSPE/

OSCE

By the end of the course

30 %

Score 10 % 12-20 stations

Responsible

person

Class tutors Assessment committee

Timing I. Triple Jump

exam

During the revision week

Score 10 %

Responsible

person

Class tutors with shuffling of

students.

Total 40 % 60 %


Summative Assessment

Each course

Continuous

Assessment

Final

Assessment

2 Quizzes:

10% of the total marks for each.

PBL continuous assessment:

10% of the total marks.

Triple Jump:


Paper 1: (MCQ/EMQ)


Paper 2: (Modified essay Ques.)


OSCE/OSPE:



Responsibility for Assessment

The Assessment Committee has overall responsibility for

examinations and assessments.

How does the assessment committee work?



How does the assessment committee work?

Step 1:

- The course coordinator determines the scope and depth

of the knowledge of each ILO.

Step 2:

- The assessment committee determines the staff member

which will prepare the questions and emails the ILOs to them.



Step 3:

- The assessment committee receive the prepared questions

and send them to another staff member to revise them and

categorize their difficulty into 1, 2 or 3.

Step 4:

- English language revision of the questions.

Step 5:

- Storage of the questions in a question bank.

Step 6:

- Choose the questions for the exam.



Step 7:

- Revision of the exam paper and pre-exam analysis.

Step 8:

- Post exam item analysis to revise the difficulty

and discrimination Indices.

Step 9:

- Reevaluation of the bank.

السالم عليكم ورحمة

هللا و بركاته

ياسر محمد البسطويسي/ د

Health & Medicine

PBL - Assessement