Consider an MCQ exam of your choice. i) How would you determine whether it was a valid assessment? Paste the following table into your assignment and complete: Type Describe each type of validity Describe how you would determine each type of validity using your chosen MCQ exam as an example
This summative assessment takes the form of a single written piece of work which comprises four (4) tasks in the form of Part A, B, C & D, to be completed by all students. However, Part B has options.
Parts A & B have a word count of 1500 each, whereas Parts C & D have a word count of 1200 each. Please allow ±10%, excluding reference list and
For more information about what is and is not included in the word count see the Student Handbook, section Assessment Overview.
Additional guidance for each part is provided in this Assessment Overview book under respective parts.
Develop 3 questions and ideal student responses for 3 different levels of Bloom’s taxonomy. These should be presented in the table below and informed by
your formative feedback.
Level of Bloom’s taxonomy (name of the level) Question Ideal answer
Analyse why each of your questions and responses is assessing at the level you identified.
Word count maximum of 750 words for section 1, which includes written contents in the table above.
Consider an MCQ exam of your choice.
i) How would you determine whether it was a valid assessment? Paste the following table into your assignment and complete:
Type Describe each type of validity Describe how you would determine each type of validity using your chosen MCQ exam as an example
Note that you are not required to actually validate the test; you are only asked to describe how you could go about doing so.
ii) Reflect on the importance of validity to the assessment process.
Word count maximum of 750 words for section 2, which includes written contents in the table above and citations.
5.2. Part B
Important: Please indicate at the top of your essay which option you have chosen, e.g. Option 2.
N.B. Answer either Option 1 or Option 2 but not both. Probably most of you will select Option 2.
• Identify a recent MCQ or OSCE exam with which you have been involved.
• Select an appropriate standard-setting method, giving reasons for your choice, e.g. modified Angoff.
• Apply the standard-setting method to the exam, giving information about any difficulties encountered.
• Identify the pass mark.
• How many students passed/failed, according to your standard-setting method?
• How many passed/failed, using your usual standard and/or a 50% pass mark?
• Reflect on the implications of the use of the standard-setting approach you selected.
• Briefly describe a course with which you are involved or have experience which has either The OSCE or MCQs as its assessment.
• Evaluate the different standard-setting methods that might be used in this assessment process, for example Borderline, Angoff, etc. (no more than 5).
• Select the most appropriate method(s) for use in this process, giving reasons for your choice.
• Identify any barriers to implementation and suggest how you might overcome them.
Word count: 1500 words
5. Summative Assessment
5.3. Part C
1. Construct a self-assessment tool that your students or trainees could use to self-assess their own performance. Discuss its potential merits. Show how
the student would use the tool, and discuss any problems that might be associated with its use.
2. Construct a self-assessment tool that you could use to self-assess the quality of your own teaching. Discuss its potential merits. Show how you would use
the tool and discuss any problems that might be associated with its use.
3. Briefly reflect on the importance of feedback in the self-assessment process.
N.B. The answers to 1 and 2 should contain practical examples of self-assessment. Do not use examples already published. You may include these tools in
Word count: 1200 words maximum
5. Summative Assessment
5.4. Part D
Think about two recent, but different, experiences when you were involved in offering feedback (within a learning relationship). At least one of the examples
should be of one-to-one, in-person feedback.
Describe the events and then analyse the process and skills you used during these experiences with reference to the content of the module. How would you
change your behaviour in the light of this reflection?