Instructional quality inventory. A formative evaluation tool for instructional development

1983 ◽  
Vol 22 (5) ◽  
pp. 11-14 ◽  
Author(s):  
William E. Montague ◽  
John A. Ellis ◽  
Wallace H. Wulfeck
Keyword(s):  
Instructional Development ◽  
Formative Evaluation ◽  
Instructional Quality ◽  
Evaluation Tool

In-training Examinations as Predictors of Resident Clinical Performance

PEDIATRICS ◽  
1989 ◽  
Vol 84 (1) ◽  
pp. 165-172
Author(s):  
Thomas G. Quattlebaum ◽  
Paul M. Darden ◽  
John B. Sperry
Keyword(s):  
Cognitive Skills ◽  
Evaluation System ◽  
Formative Evaluation ◽  
Professional Competence ◽  
Clinical Performance ◽  
Evaluation Tool ◽  
Patient Centered ◽  
Critical Skills ◽  
Level Of Training ◽  
Highly Correlated

Previous attempts to predict resident clinical performance based solely on measures of cognitive skills have been uniformly unsuccessful. For the past 8 years, a formative residency evaluation system has been used that includes yearly comprehensive oral in-training examinations (OITEs) assessing each resident's performance in the three areas of professional competence: cognitive, psychomotor, and affective. The results of these examinations and scores received on the written in-training examination (WITE) given by the American Board of Pediatrics were compared with faculty ratings received during the subsequent year of residency. No significant correlation was found at any level of training between WITE scores and clinical performance. Analysis based on clinical setting did not improve these results. Oral intraining examination scores, however, were highly correlated with clinical performance ratings. In addition, with oral in-training examination scores, the "problem" interns—those whose clinical performance rating placed them in the lower 10% of interns—were predicted with a high degree of significance, sensitivity, and specificity. Predictions based on WITEs were not significant. Simultaneous evaluation of all three areas of professional competence should be done when predictions of resident performance are attempted. The OITE is a powerful formative evaluation tool, providing valuable learning experiences as residents are objectively assessed while they perform patient-centered tasks that represent critical skills in the practice of medicine. It allows early detection and possible amelioration of future problems in the clinical performance of a resident.

scholarly journals The OSCE as a formative evaluation tool for substance abuse teaching

2005 ◽  
Vol 39 (5) ◽  
pp. 529-530 ◽  
Author(s):  
Melissa R Stein ◽  
Sharon J Parish ◽  
Julia H Arnsten
Keyword(s):  
Substance Abuse ◽  
Formative Evaluation ◽  
Evaluation Tool

scholarly journals PENGEMBANGAN BAHAN AJAR STRUKTUR ALJABAR BERBASIS WEBSITE

2011 ◽  
Vol 23 (XIV) ◽  
pp. 74-84
Author(s):  
Fadli Fadli
Keyword(s):  
Student Teachers ◽  
Instructional Development ◽  
Field Test ◽  
Formative Evaluation ◽  
Potential Effect ◽  
Algebra Structure ◽  
Teaching Program ◽  
Learning Materials ◽  
Web Based ◽  
Web Based Learning

This research was conducted to produce a web based learning materials which is used in algebra structure course. The respondents of this research were student teachers of 6th semester, majoring in Maths, Faculty of Educational and Teaching Program, University of PGRI Palembang. The learning materials were developed by IDI (Instructional Development Institute) model. To measure of its validity, practicality, and effectiveness, a formative evaluation and a field test were used. The results showed that the 4th prototype of the learning materials is potentially effective that 67,57% of students are motivated, 56,76% of students are interested and the students’ result of study which reached the point of 54,05%, are considered excellent. It can be concluded that the learning materials of structure of algebra based on website is valid and practical on study of structure of algebra, and has a potential effect.

Measuring the Implementation of UDL in Classrooms and Schools: Initial Field Test Results

2020 ◽  
Vol 41 (4) ◽  
pp. 231-243
Author(s):  
James D. Basham ◽  
J. Emmett Gardner ◽  
Sean J. Smith
Keyword(s):  
Field Test ◽  
Formative Evaluation ◽  
Universal Design For Learning ◽  
Measurement Tool ◽  
Test Results ◽  
Evaluation Tool ◽  
Initial Field ◽  
Design Flexibility ◽  
Design For Learning ◽  
Excellent Internal Consistency

The design, flexibility, and iterative nature that is inherent to Universal Design for Learning (UDL) makes it difficult to consistently measure. With federal policy encouraging the implementation of UDL, there is an increased need for practitioners to reliably measure the occurrence of UDL. The UDL Observation Measurement Tool (UDL-OMT) was developed to measure UDL implementation in classrooms. This article presents the conceptual underpinnings of UDL measurement and the results of an initial field test. Results indicate that the UDL-OMT has good to excellent internal consistency and can characterize differences in UDL implementation across a continuum of settings. Discussion focuses on the reliability of the UDL-OMT and its potential as a formative evaluation tool for practitioners and school-based personnel. Additional considerations include promising research applications and how the nature and context of classroom instructional factors as well as observers’ UDL knowledge influence interpretations of observations.

scholarly journals Comparative Analysis Between Objective Structured Clinical Examination (OSCE) and Conventional Examination (CE) As a Formative Evaluation Tool in Pediatrics in Semester Examination for Final MBBS Students

2012 ◽  
Vol 10 (1) ◽  
pp. 53-56 ◽  
Author(s):  
R Mondal ◽  
S Sarkar ◽  
M Nandi ◽  
A Hazra
Keyword(s):  
Formative Assessment ◽  
Clinical Examination ◽  
Formative Evaluation ◽  
Assessment Tool ◽  
Evaluation Process ◽  
Objective Structured Clinical Examination ◽  
Evaluation Tool ◽  
Chi Square ◽  
Cross Sectional ◽  
Chi Square Test

Background The use of objective structured clinical examination in pediatrics is not common in undergraduate evaluation process. Objective To evaluate the effectiveness of objective structured clinical examination as compare to conventional examination as formative assessment tool in Pediatrics. Methods We conducted a cross sectional comparative study in defined population of 9th semester MBBS students to evaluate the effectiveness of objective structured clinical examination as comparison to conventional examination as formative assessment tool in Pediatrics. We analyzed the perception of objective structured clinical examination among the students. Results Fifty-two students appeared for the objective structured clinical examination evaluation on the first day and 42 turned up for conventional examination on the next day. The 42 students who turned up for both examinations were asked to respond to the perception evaluation questionnaire. Comparison of the two examination styles showed that students fared better in objective structured clinical examination than in conventional examination both with respect to mean total score (p < 0.001) as well as mean percentage score. Out of the 42 subjects who appeared in both examinations, all passed in objective structured clinical examination and 35 passed in conventional examination – this difference was significant by McNemar’s chi-square test (p = 0.016). 73.8% of the students opined in favor of objective structured clinical examination as a better formative assessment tool whereas 9.5% students preferred conventional examination. Conclusions Objective structured clinical examination a statistically significant better evaluation tool with comparison to conventional examination. KATHMANDU UNIVERSITY MEDICAL JOURNAL  VOL.10 | NO. 1 | ISSUE 37 | JAN - MAR 2012 | 62-65 DOI: http://dx.doi.org/10.3126/kumj.v10i1.6917

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