Optimal Assessment of Postgraduate Students: Beyond the Theory Paper
Year: 2024
Type: article
Abstract: Dear Sir, Recently an article on the validity of theory papers in postgraduate examinations was published in the Jan–Feb 2024 issue of your journal.[1] It concluded that the questions were mostly recall-based and therefore lacked construct validity, more so, in the light of the competency-based medical education (CBME) guidelines. As per these guidelines, the backbone of assessment should be to assess the application of knowledge acquired, and not just testing rote memory. The authors have rightly stated that the “Knows How” level should be evaluated. We too feel theory papers should have a 60:40 ratio of application and recall-based questions. This study has depicted a true picture of one part of the assessment. The authors have highlighted the most important aspect of CBME, that is, the competency “to perform.” Medicine is basically a skill-based branch. Unfortunately, the assessment of skill in our postgraduate examinations is rather perfunctory and the practical examinations often end up as evaluation of theoretical knowledge. The authors have mentioned in their opening statement that summative assessment, also known as the assessment of learning, is now the most common method of assessing learning outcomes. There is another form of assessment, which is formative assessment, the assessment for learning; it is an ongoing assessment throughout the curriculum for cognitive, psychomotor, and affective domains of learning. A well-organized formative assessment is lacking in most of our academic institutions. Formative assessment is supposed to foster learning by continuous feedback to the learner on his performance, thereby making the assessment more credible and valid. The faculty has a major role to play in this form of assessment. Psychomotor and affective skills can be evaluated effectively only through formative assessment. It has been recommended that faculty development programs with hands-on training workshops on formative assessment should be conducted regularly for all faculty members. It is the ownership and commitment of faculty, which will make postgraduate students take ownership of their own learning and thus deliver the required results.[2] With regular feedback, formative assessment combines assessment with further learning, whereas summative assessment is the final verdict on learning. Relying on a single summative assessment for the final grading may not be justifiable. Hence, the final summative assessment, when preceded by periodic formative assessments, will make the evaluation more comprehensive, holistic, and valid.[3] Data availability statement Not applicable. Author contribution HB: Conceptualisation and editing of draft. PB: Drafting of manuscript. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.
Authors: Himadri Bal, Pooja Biradar
Language: English
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4402579824