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2015 CERI Annual Symposium

2015 CERI Annual Research Symposium 

Tuesday, September 29, 2015 at the Windermere Manor, London, Ontario

Approximate start time: 8:00am 

Annual Weston Lecture in Medical Education

Dr. Cees van der Vleuten, PhD

Professor of Education, and Chair of the Department of Educational Development and Research in the Faculty of Health, Medicine and Life Sciences

Prof. Cees van der Vleuten, PhD has been at the University of Maastricht since 1982. In1996 he was appointed Professor of Education and chair of the Department of Educational Development and Research in the Faculty of Health, Medicine and Life Sciences. Since 2005 he has been Scientific Director of the School of Health Professions Education. His primary expertise is in evaluation and assessment. He has published widely in this domain, holds numerous academic awards, including several career awards. He serves frequently as a consultant internationally. He mentors many researchers in medical education and has supervised more than 70 doctoral graduate students. In 2010 he received a Dutch royal decoration for the societal impact of his work and in 2012 the Karolinska Prize for Research in Medical Education.  A full curriculum vitae can be found at: http://www.fdg.unimaas.nl/educ/cees/CV/.

Keynote Lecture- "Assessment: A Key Tool in Health Professional Education"

 Objectives

  1. An understanding of the messages from research on reliability, validity and learning impact of assessment
  2. A realization of how most common assessment approaches are misaligned with our curricular learning orientations
  3. An understanding of the role of professional judgment in education
  4. The need to use more qualitative approaches in our thinking around assessment (moving from scores to words)
  5. An awareness of how assessment could align with a constructivist approach to learning

 

Afternoon Workshop- "How learning may drive assessment: a personal journey"

In the last 50 years the field of assessment of professional competence has seen remarkable progress. Developments in assessment technology have taken place across all areas of professional competence, ranging from cognitive to behavioural and emotional aspects of competency. This has been accompanied by extensive research. The messages from this research point towards a more integral holistic approach to assessment which has been termed programmatic assessment.

Programmatic assessment is an integral approach to the design of an assessment program with the intent to optimize its learning function, its decision-making function and its curriculum quality-assurance function. Individual methods of assessment, purposefully chosen for their alignment with the curriculum outcomes and their information value for the learner, are seen as individual data points. The information value of these individual data points is maximized by giving feedback to the learner. There is a decoupling of assessment moment and pass/fail decision moment. Intermediate and high-stakes decisions are based on multiple data points after a meaningful aggregation of information and supported by rigorous organizational procedures to ensure their trustworthiness. Self-regulation of learning, through analysis of the assessment information and the attainment of the ensuing learning goals, is scaffolded by creating a dialogue with the learner, for example in a mentoring system. Programmatic assessment can be applied to any part of the training continuum, provided that the underlying learning conception is a constructivist one.

More reading: http://www.ceesvandervleuten.com/publications/Programmatic-assessment