Clinical assessment judgements and "Connoisseurship": surfacing curriculum-wide standards through transdisciplinary dialogue
Book chapter
Bridges, Susan M., Wyatt-Smith, Claire Maree and Botelho, Michael G.. (2018). Clinical assessment judgements and "Connoisseurship": surfacing curriculum-wide standards through transdisciplinary dialogue. In In D. Carless, S. M. Bridges and C. K. Y. Chan, and R. Glofcheski (Ed.). Scaling up Assessment for Learning in Higher Education pp. 81 - 98 Springer Nature. https://doi.org/10.1007/978-981-10-3045-1
Authors | Bridges, Susan M., Wyatt-Smith, Claire Maree and Botelho, Michael G. |
---|---|
Editors | D. Carless, S. M. Bridges and C. K. Y. Chan, and R. Glofcheski |
Abstract | Outcomes-based models in higher education recognize the key role of standards-based assessment in fulfilling the goal of curriculum alignment. However, writing clear yet nuanced descriptors or specifications is a continuing challenge. We examine an illustrative case of an assessment expertise project in dentistry at the University of Hong Kong to examine the role of standards descriptors within an overarching, programme-level assessment strategy. The project centred on examiner judgement during in situ clinical assessment tasks. Key to validity and reliability is making such judgements defensible, visible and accessible to students and examiners. Articulation of latent expertise and ‘connoisseur’ use of clinical performance criteria addressed the notion of accessibility. Connoisseurship extends beyond knowing the stated or explicitly defined criteria, to ‘know-how’ in using explicit, latent and meta-criteria. Central to the approach taken was how standards-based assessment can be enacted in clinical education by making latent, expert judgement practices explicit and adopting more flexible approaches than the traditional ‘rubric’. Building a programme-level standardsbased assessment culture draws upon dialogues across disciplines – both clinical and educational. Further research needs to illuminate professional judgement as process as well as the evaluative knowledge that is the source of assessment criteria and standards. |
Page range | 81 - 98 |
Year | 2018 |
Book title | Scaling up Assessment for Learning in Higher Education |
Publisher | Springer Nature |
Place of publication | Singapore |
ISBN | 9789811030437 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/978-981-10-3045-1 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Journal citation | 5, pp. 81 - 98 |
https://acuresearchbank.acu.edu.au/item/8qx6x/clinical-assessment-judgements-and-connoisseurship-surfacing-curriculum-wide-standards-through-transdisciplinary-dialogue
Restricted files
Publisher's version
133
total views0
total downloads1
views this month0
downloads this month