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Paper+O: Fragen mal anders – aber nicht sooo anders

Fournier, Jean Paul; Demeester, Anne; Charlin, Bernard

Script Concordance Tests: Guidelines for Construction Artikel

In: BMC Medical Informatics and Decision Making, Bd. 8, Ausg. 18, 2008, ISSN: 1472-6947.

Abstract | Links | BibTeX

@article{Fournier2008,

title = {Script Concordance Tests: Guidelines for Construction},

author = {Jean Paul Fournier and Anne Demeester and Bernard Charlin},

url = {https://doi.org/10.1186/1472-6947-8-18},

doi = {10.1186/1472-6947-8-18},

issn = {1472-6947},

year = {2008},

date = {2008-05-06},

urldate = {2008-05-06},

journal = {BMC Medical Informatics and Decision Making},

volume = {8},

issue = {18},

abstract = {Background

SCT is used to assess clinical reasoning in ambiguous or uncertain situations. It allows testing on real-life situations that are not adequately measured with current tests. It probes the multiple judgments that are made in the clinical reasoning process. Scoring reflects the degree of concordance of these judgments to those of a panel of reference experts.

Method

SCT is an item format that is gaining acceptance in education in the health professions. However, there are no detailed guidelines on item writing, test scoring or test optimization.

Results

The item format is described and the steps for preparing and administering reliable and valid SCTs are presented.

Conclusion

SCTs probe examinees on a specific clinical reasoning task: data interpretation, a crucial step in the clinical reasoning process. It is inferred that a high degree of concordance corresponds to optimal use of information in the context of these specific tasks and therefore provides an indication of clinical reasoning quality.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

Schließen

Background

SCT is used to assess clinical reasoning in ambiguous or uncertain situations. It allows testing on real-life situations that are not adequately measured with current tests. It probes the multiple judgments that are made in the clinical reasoning process. Scoring reflects the degree of concordance of these judgments to those of a panel of reference experts.

Method

SCT is an item format that is gaining acceptance in education in the health professions. However, there are no detailed guidelines on item writing, test scoring or test optimization.

Results

The item format is described and the steps for preparing and administering reliable and valid SCTs are presented.

Conclusion

SCTs probe examinees on a specific clinical reasoning task: data interpretation, a crucial step in the clinical reasoning process. It is inferred that a high degree of concordance corresponds to optimal use of information in the context of these specific tasks and therefore provides an indication of clinical reasoning quality.

Schließen

• https://doi.org/10.1186/1472-6947-8-18
• doi:10.1186/1472-6947-8-18

Schließen

Paper+A: mOER als Placebo?

Ebner, Martin; Orr, Dominic; Schön, Sandra

OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources Artikel

In: Open Education Studies, Bd. 4, Ausg. 1, S. 296–309, 2022, ISSN: 2544-7831.

Abstract | Links | BibTeX

@article{Ebner2022,

title = {OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources},

author = {Martin Ebner and Dominic Orr and Sandra Schön},

url = {https://doi.org/10.1515/edu-2022-0018},

doi = {10.1515/edu-2022-0018},

issn = {2544-7831},

year = {2022},

date = {2022-07-28},

journal = { Open Education Studies},

volume = {4},

issue = {1},

pages = {296–309},

abstract = {The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

Schließen

The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.

Schließen

• https://doi.org/10.1515/edu-2022-0018
• doi:10.1515/edu-2022-0018

Schließen

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