Bateman H, Thomason J M, McCracken G, Ellis J
School of Dental Sciences, Framlington Place, Newcastle upon Tyne, NE2 4BW.
Br Dent J. 2016 Feb 12;220(3):129-32. doi: 10.1038/sj.bdj.2016.95.
Assessment development is a fundamental element of curriculum management and a requirement for providers of education to consistently demonstrate attainment of educational standards. Development of authentic, valid and reliable assessment is, however, both challenging and resource intensive. In the UK, dental education standards are regulated by the General Dental Council (GDC). The 'safe beginner' is the threshold determined by the GDC for the passing student - but how do we apply this? This article describes an approach the School of Dental Sciences at Newcastle University has adopted to address the challenges associated with developing assessments. Sessional clinical teachers contribute a significant proportion of the clinical supervision within the BDS programme and also have a good appreciation of both the standard and concept of the 'safe beginner'. By implementing a process of active timetable management, we have identified time where this group could contribute to assessment development. We believe that aspects, which could be enhanced by their involvement, include writing, validation, standard-setting and utilisation of assessment. To achieve this, we recognise a requirement for investment in careful manpower planning and training, but consider that it is realistic and beneficial to include sessional clinical teachers in this essential part of learning and teaching.
评估开发是课程管理的基本要素，也是教育提供者持续证明达到教育标准的一项要求。然而，开发真实、有效且可靠的评估既具有挑战性又耗费资源。在英国，牙科教育标准由英国牙科总会（GDC）监管。“安全初学者”是GDC为通过考核的学生设定的门槛——但我们该如何应用这一门槛呢？本文描述了纽卡斯尔大学牙科学院采用的一种方法，以应对与开发评估相关的挑战。兼职临床教师在牙外科学士课程的临床督导中占很大比例，并且对“安全初学者”的标准和概念也有很好的理解。通过实施积极的课程表管理流程，我们确定了这一群体能够为评估开发做出贡献的时间。我们认为，他们的参与可以加强的方面包括评估的编写、验证、标准设定和使用。为实现这一点，我们认识到需要在精心的人力规划和培训方面进行投入，但认为让兼职临床教师参与到这一学习和教学的重要部分既现实又有益。
