Boone W J, McWhorter A G, Seale N S
Program in Science and Environmental Education, Indiana University-Bloomington, USA.
J Dent Educ. 2001 Nov;65(11):1232-7.
Careful measurements of knowledge, attitude, and psychomotor and communication skills are necessary components of testing in a competency-based approach to education in dentistry. In an effort to address these requirements, Baylor College of Dentistry (BCD), Dallas, Texas, has applied Purposeful Assessment Techniques (PAT) to the Objective Structured Clinical Examination (OSCE) currently in use. PAT are those techniques that allow one to work toward development of linear measurement scales that are "person-free" and "item-free." Person-free measurement means that useful data are produced regardless of the group being measured and item-free measurement means that it does not matter which mix of items is completed over the course of an assessment. The Rasch probabilistic model and a guiding definition of Objective Measurement were used in an effort to implement PAT for the BCD OSCE. A Rasch analysis of a BCD-administered OSCE produced an item map that demonstrated the range of difficulty of items by student performance. This item map can be used to determine which items can be repeated on subsequent tests to allow for linear measurement of students' progression through the curriculum. The movement toward PAT described in this paper demonstrates how careful and evolving measurement in dental education can be of great benefit to faculty, staff, students, and the public.
在基于能力的牙科教育测试中，对知识、态度、心理运动技能和沟通技能进行仔细测量是必要的组成部分。为了满足这些要求，位于得克萨斯州达拉斯的贝勒牙科学院（BCD）已将有目的评估技术（PAT）应用于目前正在使用的客观结构化临床考试（OSCE）。PAT是指那些能够用于开发“无人员”和“无项目”的线性测量量表的技术。无人员测量意味着无论被测量的群体如何，都能产生有用的数据，无项目测量意味着在评估过程中完成哪些项目组合并不重要。为了在BCD的OSCE中实施PAT，使用了拉施概率模型和客观测量的指导性定义。对BCD组织的OSCE进行的拉施分析产生了一个项目地图，该地图通过学生表现展示了项目的难度范围。该项目地图可用于确定哪些项目可以在后续测试中重复，以便对学生在课程中的进步进行线性测量。本文中描述的向PAT的转变表明，牙科教育中仔细且不断发展的测量对教师、工作人员、学生和公众都有很大益处。
