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Assessing Competence in Professional Performance across Disciplines and Professions

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  • © 2016

Overview

Editors:
  1. Paul F. Wimmers

    1. University of California, Los Angeles, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Marcia Mentkowski

    1. Alverno College, Milwaukee, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Permits readers to consider that what we assess and how we assess, it will affect how students will learn and self assess, and ultimately develop as professionals
  • Proposes interdisciplinary and interprofessional education and assessment
  • Challenges educators to meet the demands of today’s complex situations and settings
  • Includes supplementary material: sn.pub/extras

Part of the book series: Innovation and Change in Professional Education (ICPE, volume 13)

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Table of contents (21 chapters)

  1. Front Matter

    Pages i-xxvi
    Download chapter PDF

  2. Introduction

    • Marcia Mentkowski, Paul F. Wimmers
    Pages 1-9

  3. Conceptual Elements for Performance Assessment for Faculty and Student Learning

    • Marcia Mentkowski, Mary E. Diez, Dena Lieberman, Desiree Pointer Mace, Margaret Rauschenberger, Jeana Abromeit
    Pages 11-38

  4. Improving the Integration of Performance Assessments Within the Curriculum Across the Professions

    • Ilene Harris
    Pages 39-50

  5. Beyond Authenticity: What Should We Value in Assessment in Professional Education?

    • Christopher O’Neal
    Pages 51-71

  6. Assessing Performance in Engineering Education: Examples Across Fifty Years of Practice

    • John Heywood
    Pages 73-93

  7. Instruction and Assessment of Competencies: Two Sides of the Same Coin

    • Paul F. Wimmers, Lourdes R. Guerrero, Susan Baillie
    Pages 95-102

  8. Performance Assessment in Legal Education

    • Erika Abner, Shelley Kierstead
    Pages 103-140

  9. Assessing Student Learning Outcomes Across a Curriculum

    • Marcia Mentkowski, Jeana Abromeit, Heather Mernitz, Kelly Talley, Catherine Knuteson, William H Rickards et al.
    Pages 141-157

  10. Assessing Across Domains of Study: Issues in Interdisciplinary Assessment

    • Mark Russell, Anne McKee, Michele Russell-Westhead
    Pages 159-184

  11. Thinking Critically About the Quality of Critical Thinking Definitions and Measures

    • Lily Fountain
    Pages 185-207

  12. Understanding the Assessment of Clinical Reasoning

    • Joseph Rencic, Steven J. Durning, Eric Holmboe, Larry D. Gruppen
    Pages 209-235

  13. Assessment of Interprofessional Education: Key Issues, Ideas, Challenges, and Opportunities

    • Brian S. Simmons, Susan J. Wagner, Scott Reeves
    Pages 237-252

  14. Incorporating Groupwork into Performance Assessments: Psychometric Issues

    • Noreen M. Webb
    Pages 253-283

  15. Evaluating Team Performance: A Systematic Review

    • Danette W. McKinley
    Pages 285-329

  16. Developing and Assessing Teams Working Collaboratively Across Professions

    • Anne McKee
    Pages 331-353

  17. Faculty Development in Assessment: What the Faculty Need to Know and Do

    • Ara Tekian, John J. Norcini
    Pages 355-374

  18. Performance Assessment in Faculty Development Programs: Value of Action Research in Leadership Training

    • Ming Lee, Ronald Cohn, Jodi Cohn, Dan Osterweil
    Pages 375-391

  19. Assessing Competence in Medical Humanism: Development and Validation of the ICARE Scale for Assessing Humanistic Patient Care

    • Ming Lee, Paul F. Wimmers, Cha Chi Fung
    Pages 393-409

  20. Evaluating the Paradigm Shift from Time-Based Toward Competency-Based Medical Education: Implications for Curriculum and Assessment

    • Yoon Soo Park, Brian D. Hodges, Ara Tekian
    Pages 411-425
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Keywords

About this book

This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources.  


"... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University 



Editors and Affiliations

  • University of California, Los Angeles, USA

    Paul F. Wimmers

  • Alverno College, Milwaukee, USA

    Marcia Mentkowski

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