Assessing Competence in Professional Performance across Disciplines and Professions

1. Front Matter

   Pages i-xxvi

   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

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 

• capstone and portfolio assessments
• curriculum development of competency-based education
• evaluation and assessment of team performance
• occupational professionalism
• team trainining and evaluation of team performance
• the role of samples of performance in assessment
• assessment across domains
• assessment of attributes
• assessment of capabilities
• clinical reasoning
• competency-based assessment
• integration of performance assessment in curricula
• assessment of learned abilities
• learning and instruction

• University of California, Los Angeles, USA

  Paul F. Wimmers

• Alverno College, Milwaukee, USA

  Marcia Mentkowski

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