Assessing Competence In Professional Performance Across Disciplines And Professions (innovation And Change In Professional Education)

Front Matter....Pages i-xxvi Introduction....Pages 1-9 Conceptual Elements for Performance Assessment for Faculty and Student Learning....Pages 11-38 Improving the Integration of Performance Assessments Within the Curriculum Across the Professions....Pages 39-50 Beyond Authenticity: What Should We Value in Assessment in Professional Education?....Pages 51-71 Assessing Performance in Engineering Education: Examples Across Fifty Years of Practice....Pages 73-93 Instruction and Assessment of Competencies: Two Sides of the Same Coin....Pages 95-102 Performance Assessment in Legal Education....Pages 103-140 Assessing Student Learning Outcomes Across a Curriculum....Pages 141-157 Assessing Across Domains of Study: Issues in Interdisciplinary Assessment....Pages 159-184 Thinking Critically About the Quality of Critical Thinking Definitions and Measures....Pages 185-207 Understanding the Assessment of Clinical Reasoning....Pages 209-235 Assessment of Interprofessional Education: Key Issues, Ideas, Challenges, and Opportunities....Pages 237-252 Incorporating Groupwork into Performance Assessments: Psychometric Issues....Pages 253-283 Evaluating Team Performance: A Systematic Review....Pages 285-329 Developing and Assessing Teams Working Collaboratively Across Professions....Pages 331-353 Faculty Development in Assessment: What the Faculty Need to Know and Do....Pages 355-374 Performance Assessment in Faculty Development Programs: Value of Action Research in Leadership Training....Pages 375-391 Assessing Competence in Medical Humanism: Development and Validation of the ICARE Scale for Assessing Humanistic Patient Care....Pages 393-409 Evaluating the Paradigm Shift from Time-Based Toward Competency-Based Medical Education: Implications for Curriculum and Assessment....Pages 411-425 Assessment Challenges in Creating the Uniform Bar Examination: Politics, Practicality, and Psychometrics....Pages 427-446 Summary and Conclusions....Pages 447-464 Back Matter....Pages 465-473 Annotation This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of performance assessment for learning to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources ... ". the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University." La 4e de couv. indique notamment : "This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of "performance assessment for learning" to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking."