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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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When Assessment Data Are Words: Validity Evidence for Qualitative Educational Assessments

David A Cook1, Ayelet Kuper, Rose Hatala

  • 1D.A. Cook is professor of medicine and medical education, associate director, Mayo Clinic Online Learning, and consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota.A. Kuper is assistant professor, Department of Medicine, Faculty of Medicine, University of Toronto, scientist, Wilson Centre for Research in Education, University Health Network/University of Toronto, and staff physician, Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada.R. Hatala is associate professor of medicine and director, Clinical Educator Fellowship, University of British Columbia, Vancouver, British Columbia, Canada.S. Ginsburg is professor, Department of Medicine, Faculty of Medicine, University of Toronto, scientist, Wilson Centre for Research in Education, University Health Network/University of Toronto, and staff physician, Mount Sinai Hospital, Toronto, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|April 7, 2016
PubMed
Summary

Qualitative assessments offer richer insights into learner performance than quantitative scores alone. This study proposes rigorous standards for qualitative assessment validity, enhancing judgment defensibility in health professions education.

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