Assessments of learning outcomes

1. Aims of assessment

The overall aim of assessment is to promote good practice in the field of gastroenterology and endoscopy. The assessment establishes whether or not the learning outcomes have been met. Conception of the learning outcomes, teaching and assessment methods should be inspired by the constructivist approach to adult learning (Bloom, 1956; Atherton, 2002).

Assessment of learning outcomes enables students to:

  • Stimulate an enquiring, analytical and creative approach, encouraging independent judgment and critical self-awareness
  • Develop skills of clear communication and logical argument
  • Translate what s/he has learned to actual patient care situations
  • Develop the personal skills to reflect on practice to ensure that medical / nursing practice is constantly reviewed and evaluated.

2. Quality criteria for assessment

Assessment should be (Plymouth University 2009):

  • Theoretical and practical
  • Reliable
  • Valid
  • Explicitly and accessibly presented with enough information
  • Relevant to the teaching contents and methods by adequate and varied tools
  • Followed systematically with feedback
  • Documented (portfolio of evidence).

Assessment of knowledge and skills of attendees will need to be specific to the type of workshop. The larger the group, the more difficult skills assessment will be, as it requires considerable time per student/attendee.

3. Assessment methods

Assessment of students may be achieved through a variety of methods, which may vary across Europe. Table 9 is designed to help in the selection of the most appropriate methods in different situations.

Table 9: Suggested assessment methods

 

Area

Students

Theory (oral or written)

Practice

Group

Individual

Debate (pros and cons)

X

 

X

 

Direct observation of practice

 

X

X

X

Discussion

X

 

X

 

Interviews

X

 

 

X

Multiple choice questionnaires

X

 

X

X

Practical examination

 

X

X

X

Presentation to peer group

X

X

 

X

Quizzes and games

X

 

X

 

Self-assessment

X

X

 

X

Simulation (e.g. dummies, simulators, models, role play)

 

X

X

X

Video-recorded performance

 

X

X

X