II. Role of Course Goals, learning outcomes & instructional objectives in assessment
C. Matching assessment types to outcome verbs
Assessments in education, particularly in the medical field, are crucial for determining what students know and how well they know it. Educators use "outcome verbs" in learning objectives to choose the appropriate type of assessment that aligns with the intended learning outcomes. This alignment is essential for shaping competent and reflective clinicians in medical education.
BASIC Information
But how do educators decide what kind of test or assessment to give? One method is by looking at the "outcome verbs" in the learning objectives. These verbs tell us what students should be able to do at the end of the lesson. Depending on the verb, a specific type of assessment is chosen.
If the objective says students should be able to "list" the symptoms of pneumonia, the assessment might be a simple written test where they write down these symptoms.
If they need to "demonstrate" how to perform a physical examination, the assessment could be a practical test where they show their skills on a model or fellow student.
If the objective is to "analyze" a patient's medical history to find potential risks, a case study might be used where they’re given a fictional patient’s records to study and discuss.
In simple terms, the outcome verb gives a hint about the best way to check if the student has achieved that objective.
INTERMEDIATE Information
"Outcome verbs" or "action verbs" in learning objectives guide this decision. They signify the cognitive level and skill that students are expected to master. Based on these verbs, appropriate assessment methods are chosen.
VIDEO
Assessment Quickies #6: Matching Assessment to Teaching and LearningRecall & Knowledge-Based Verbs (e.g., list, define, identify): Such verbs aim at the foundational knowledge of students.
Objective: "Identify the major lobes of the lungs."
Assessment: A diagrammatic test where students label the different parts of the lungs.
Comprehension Verbs (e.g., describe, explain, summarize): These verbs demand a deeper understanding.
Objective: "Explain the mechanism of bronchoconstriction in asthma."
Assessment: Short answer questions where students detail the pathophysiology of asthma.
Application Verbs (e.g., demonstrate, use, apply): These involve using knowledge in real-life situations.
Objective: "Demonstrate proper technique for administering a subcutaneous injection."
Assessment: A practical skills test, where students perform the injection on a simulator.
Analysis Verbs (e.g., analyze, differentiate, compare): These require a detailed breakdown of complex scenarios.
Objective: "Differentiate between the radiological signs of emphysema and pulmonary fibrosis."
Assessment: An interpretative test using X-ray or CT images where students mark and explain the distinguishing features.
Synthesis & Creation Verbs (e.g., design, formulate, propose): They entail creating new strategies or solutions.
Objective: "Design a holistic management plan for a patient with chronic obstructive pulmonary disease (COPD)."
Assessment: A comprehensive case study assessment where students are presented with a patient profile and are required to draft a treatment and management plan.
Evaluation Verbs (e.g., judge, critique, defend): These verbs seek an appraisal based on specific criteria.
Objective: "Critique the potential treatment options for advanced-stage lung cancer."
Assessment: An essay or oral presentation where students evaluate and discuss various therapeutic strategies, weighing their pros and cons.
ADVANCED Information
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Use Bloom's Taxonomy to Align AssessmentsObjective: "List the pharmacological classes of bronchodilators."
Assessment: A fill-in-the-blank or multiple-choice questionnaire targeting quick recall of drug categories.
Rationale: Evaluates foundational knowledge, ensuring the bedrock of clinical pharmacology is robust.
Comprehension Verbs (describe, interpret, paraphrase):
Objective: "Interpret the implications of decreased breath sounds in a clinical examination."
Assessment: Viva or oral examination where students are presented with various clinical signs and expected to elucidate their meanings.
Rationale: Gauges the depth of understanding, anchoring abstract signs to tangible pathophysiology.
Application Verbs (implement, perform, demonstrate):
Objective: "Perform a comprehensive respiratory examination on a standardized patient."
Assessment: Objective Structured Clinical Examination (OSCE) station with standardized patients or peers.
Rationale: Appraises psychomotor skills and the application of theoretical knowledge in real-life settings.
Analysis Verbs (contrast, dissect, relate):
Objective: "Relate the pathological findings in a tuberculosis patient to their clinical manifestations."
Assessment: Case-based discussion or written reflection on presented patient scenarios.
Rationale: Probes the student's ability to intertwine theoretical knowledge with practical patient presentations, discerning interconnectedness.
Synthesis Verbs (*synthesize, organize, design):
Objective: "Design an interventional plan for a patient presenting with recurrent acute bronchitis."
Assessment: A clinical simulation or a written assignment where students are required to plan a comprehensive intervention, perhaps including medications, lifestyle advice, follow-ups, and patient education.
Rationale: Tests the student's ability to consolidate various elements of their education to create a comprehensive, coherent clinical plan tailored to the individual patient's needs.
Evaluation Verbs (appraise, argue, justify*):
Objective: "Justify the choice of antibiotic in a patient with suspected bacterial pneumonia."
Assessment: A case-based oral examination or written reflection where students not only provide their recommendation but must also defend it using evidence-based medicine, potential patient allergies, and antibiotic resistance patterns.
Rationale: Assesses the student's higher-order thinking skills, ensuring they can make clinical decisions that are not only effective but also justified using the latest clinical evidence, patient-specific factors, and broader public health concerns.