General overview of the theories used in assessment: AMEE Guide No. 57.
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Should essays and other "open-ended"-type questions retain a place in written summative assessment in clinical medicine?What steps are necessary to create written or web-based selected-response assessments?A Call for an Integrated Program of Assessment.The objective structured clinical examination revisited for postgraduate trainees in general practice.An exploratory study into the effect of time-restricted internet access on face-validity, construct validity and reliability of postgraduate knowledge progress testingAssessing the assessment in emergency care training.Collaborative progress test (cPT) in three medical schools in Indonesia: the validity, reliability and its use as a curriculum evaluation tool.Is a picture worth a thousand words: an analysis of the difficulty and discrimination parameters of illustrated vs. text-alone vignettes in histology multiple choice questions.Using a Curricular Vision to Define Entrustable Professional Activities for Medical Student Assessment.An investigation into the optimal number of distractors in single-best answer examsModernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching.What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment.Realizing the promise and importance of performance-based assessment.Test of integrated professional skills: objective structured clinical examination/simulation hybrid assessment of obstetrics-gynecology residents' skill integration.Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: A BEME systematic review: BEME Guide No. 37.Taking the sting out of assessment: is there a role for progress testing?Online assessment in medical education-current trends and future directions.How to develop a competency-based examination blueprint for longitudinal standardized patient clinical skills assessments.Out of sight, out of mind: Do repeating students overlook online course components?Evaluating technology-enhanced learning: A comprehensive framework.Can the results of the OSCE predict the results of clinical assessment in dental education?Addressing the theory-practice gap in assessment.The educational impact of assessment: a comparison of DOPS and MCQs.Academic Primer Series: Eight Key Papers about Education Theory.The need to evaluate question writers' views and the costs of constructed-response versus selected-response calculations questions.Advancing the objective structured clinical examination: sequential testing in theory and practice.Impact of placement type on the development of clinical competency in speech-language pathology students.The validity of multiple choice practical examinations as an alternative to traditional free response examination formats in gross anatomy.Does faculty development influence the quality of in-training evaluation reports in pharmacy?A practical approach to programmatic assessment design.Perceptions of purpose, value, and process of the mini-Clinical Evaluation Exercise in anesthesia training.Do images influence assessment in anatomy? Exploring the effect of images on item difficulty and item discrimination.The mini-clinical evaluation exercise during medical clerkships: are learning needs and learning goals aligned?The sights and insights of examiners in objective structured clinical examinations.The intelligent anatomy spotter: A new approach to incorporate higher levels of Bloom's taxonomy.The anatomy competence score: a new marker for anatomical ability.Medical education scholarship: an introductory guide: AMEE Guide No. 89.Best practices in summative assessment.Hawks, Doves and Rasch decisions: Understanding the influence of different cycles of an OSCE on students' scores using Many Facet Rasch Modeling.A pilot evaluation of an educational program that offers visualizations of cervical spine injuries: medical students' self-efficacy increases by training.
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General overview of the theories used in assessment: AMEE Guide No. 57.
description
article científic
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article scientifique
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articol științific
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articolo scientifico
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artigo científico
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artigo científico
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artikel ilmiah
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artículo científico
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General overview of the theories used in assessment: AMEE Guide No. 57.
@en
General overview of the theories used in assessment: AMEE Guide No. 57.
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type
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General overview of the theories used in assessment: AMEE Guide No. 57.
@en
General overview of the theories used in assessment: AMEE Guide No. 57.
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General overview of the theories used in assessment: AMEE Guide No. 57.
@en
General overview of the theories used in assessment: AMEE Guide No. 57.
@nl
P2860
P1433
P1476
General overview of the theories used in assessment: AMEE Guide No. 57.
@en
P2093
Cees P M van der Vleuten
Lambert W T Schuwirth
P2860
P304
P356
10.3109/0142159X.2011.611022
P577
2011-01-01T00:00:00Z