Dawson Susan D, Miller Tess, Goddard Sally F, Miller Lisa Maag
Department of Biomedical Sciences, Atlantic Veterinary College, University of Prince Edward Island, Charlottetown, PE Canada.
J Vet Med Educ. 2013 Summer;40(2):128-38. doi: 10.3138/jvme.1112-100R.
Increased accountability has been a catalyst for the reformation of curriculum and assessment practices in postsecondary schools throughout North America, including veterinary schools. There is a call for a shift in assessment practices in clinical rotations, from a focus on content to a focus on assessing student performance. Learning is subsequently articulated in terms of observable outcomes and indicators that describe what the learner can do after engaging in a learning experience. The purpose of this study was to examine the ways in which a competency-based program in an early phase of implementation impacted student learning and faculty instructional practices. Findings revealed that negative student perceptions of the assessment instrument's reliability had a detrimental effect on the face validity of the instrument and, subsequently, on students' engagement with competency-based assessment and promotion of student-centered learning. While the examination of faculty practices echoed findings from other studies that cited the need for faculty development to improve rater reliability and for a better data management system, our study found that faculty members' instructional practices improved through the alignment of instruction and curriculum. This snap-shot of the early stages of implementing a competency-based program has been instrumental in refining and advancing the program.
在北美包括兽医学院在内的所有高等院校中，增强问责制已成为课程与评估实践改革的催化剂。人们呼吁在临床轮转的评估实践中进行转变，从关注内容转变为关注对学生表现的评估。随后，学习通过可观察到的结果和指标来阐述，这些结果和指标描述了学习者在经历学习体验后所能做到的事情。本研究的目的是考察一个处于实施早期阶段的基于能力的项目对学生学习和教师教学实践产生影响的方式。研究结果显示，学生对评估工具可靠性的负面看法对该工具的表面效度产生了不利影响，进而影响了学生对基于能力的评估的参与度以及以学生为中心的学习的推进。虽然对教师实践的考察呼应了其他研究的结果，即需要开展教师培训以提高评分者的可靠性以及建立更好的数据管理系统，但我们的研究发现，教师的教学实践通过教学与课程的一致性得到了改进。这一基于能力的项目实施早期阶段的简要情况对完善和推进该项目起到了重要作用。
