书面评估评分的评分派对:一个自发的实践社区
Emma Vaccari1, Joyce Moonen-van Loon2, Cees Van der Vleuten2
1Faculty of Medicine, University of Southampton, Southampton, UK.
Medical teacher
|October 2, 2023
概括
对开放式考试问题的评分组有效地管理大量的工作负载. 这种协作方法促进了更深入的学习和审查员的发展,而不仅仅是评分.
科学领域:
- 医学教育 医学教育
- 评估和评价的评估和评估.
背景情况:
- 高风险考试可以通过开放式问题推动更深层次的学生学习.
- 大规模实施面临着重大的标记工作负载挑战.
研究的目的:
- 探索有效和务实的方法来管理标记工作负载的开放式问题.
- 调查医学教育评估中的"标记方"的功能和影响.
主要方法:
- 专注的民族学方法.
- 数据收集包括现场笔记,考试人员人口统计数据,标记后问卷,面试和指定的分数.
- 这项研究的重点是对医学院决赛中书面临床沟通评估的评分.
主要成果:
- 标记方方便有效和务实地处理标记工作负载.
- 考生们形成了一个自发且可持续的实践社区.
- 功能超出了标记范围,包括基准测试,学习,偏见管理和考试开发.
- 尽管激烈,标记派对培养了友,动机,并被认为是愉快的.
结论:
- 标记方提供了一个可行的解决方案,以应对在大规模评估中标记开放式问题的挑战.
- 这些协作活动作为有价值的实践社区,增强审查员的参与度和专业发展.
- 该方法促进有效的评估实践,同时促进考官积极和激励的环境.
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