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Assessing Competence in Professional Performance across Disciplines and Professions

  • Paul F. Wimmers
  • Marcia Mentkowski

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

Table of contents

  1. Front Matter
    Pages i-xxvi
  2. Marcia Mentkowski, Paul F. Wimmers
    Pages 1-9
  3. Marcia Mentkowski, Mary E. Diez, Dena Lieberman, Desiree Pointer Mace, Margaret Rauschenberger, Jeana Abromeit
    Pages 11-38
  4. Paul F. Wimmers, Lourdes R. Guerrero, Susan Baillie
    Pages 95-102
  5. Erika Abner, Shelley Kierstead
    Pages 103-140
  6. Marcia Mentkowski, Jeana Abromeit, Heather Mernitz, Kelly Talley, Catherine Knuteson, William H Rickards et al.
    Pages 141-157
  7. Mark Russell, Anne McKee, Michele Russell-Westhead
    Pages 159-184
  8. Joseph Rencic, Steven J. Durning, Eric Holmboe, Larry D. Gruppen
    Pages 209-235
  9. Brian S. Simmons, Susan J. Wagner, Scott Reeves
    Pages 237-252
  10. Danette W. McKinley
    Pages 285-329
  11. Paul F. Wimmers, Marcia Mentkowski
    Pages 447-464
  12. Back Matter
    Pages 465-473

About this book

Introduction

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

Keywords

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

Editors and affiliations

  • Paul F. Wimmers
    • 1
  • Marcia Mentkowski
    • 2
  1. 1.University of CaliforniaLos AngelesUSA
  2. 2.Alverno CollegeMilwaukeeUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-30064-1
  • Copyright Information Springer International Publishing Switzerland 2016
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-30062-7
  • Online ISBN 978-3-319-30064-1
  • Buy this book on publisher's site