Abstract
Assessment in medical education usually gives the evidence that learning was carried out and the learning objectives were achieved. The assessment program is a measurement tool to evaluate the progress in knowledge, skills, behaviors, and the attitude of students. So, the planning for an effective assessment program should be based on instructional objectives, instructional activities, and efficient assessment methods. Thus, a well-designed assessment procedure should be characterized by validity and reliability. There are two methods for interpreting the results of students’ performance, norm-referenced and criterion-referenced; the first gives a relative ranking of students while the second describes learning tasks that students can and cannot perform. The information that gets from the assessment results should be used effectively to evaluate and revise the instructional course for more improvement. Therefore, the reporting of the assessment results to stakeholders should be clear, comprehensive, and understandable to prevent misinterpretation that may affect students and other stakeholders adversely.
Highlights
Assessment is a tool for determining the extent of instruction intended learning outcomes achievement by students; it is considered an integrated process with the instruction process
This taxonomy prepares the assessment procedures and instruments in alignment with the instructional objectives and activities wherein harmony and alignment between objectives, instructional activities, and assessment are the title of effective planning for the student assessment [3]
The planning for them should be done at the same time to have answers for some necessary questions that help for the success of the assessment program such as what is the extent of the need for pretesting?
Summary
Assessment is a tool for determining the extent of instruction intended learning outcomes achievement by students; it is considered an integrated process with the instruction process. The revised bloom's taxonomy of educational objectives is considered the framework for identification of the previous factors via two dimensions; the first includes six cognitive process categories (remember, understand, apply, analyze, evaluate and create) while the second includes four knowledge categories (factual, conceptual, procedural and Metacognitive) This taxonomy prepares the assessment procedures and instruments in alignment with the instructional objectives and activities wherein harmony and alignment between objectives (intended learning outcomes), instructional activities, and assessment are the title of effective planning for the student assessment [3]. At the end of instruction, the extent of the learning outcomes achievement and the terminal performance of students should be measured by summative assessment (outcomefocused); it is a comprehensive method for the mastering identification or the grades assigning, it aims to provide the student’s feedback and evaluation of the instruction effectiveness [5]
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