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The Academic Medicine Handbook pp 69–75Cite as

How to Build Assessments for Clinical Learners

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Abstract

This chapter describes common methods of assessment and how to create or evaluate assessment items. It also urges a comprehensive approach to implementing assessment, setting standards, and using assessment results to inform learners and the curriculum. Instructors are frequently asked to write multiple-choice test questions, but without question-writing training, the result is often poorly written, flawed questions that test fact memorization and recognition rather than the application of knowledge. In clinical assessments, patient notes are dificult to grade fairly and consistently, especially when multiple instructors are doing the scoring and writing the feedback. This chapter introduces assessment methods that encourage student learning. It also addresses common problems in assessment creation and implementation.

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Author information

Authors and Affiliations

  1. Assessment and Learning, University of New Mexico, Albuquerque, NM, USA

    Teresita McCarty M.D.

Authors
  1. Teresita McCarty M.D.
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Correspondence to Teresita McCarty M.D. .

Editor information

Editors and Affiliations

  1. , Department of Psychiatry and Behavioral, Stanford University School of Medicine, 450 Serra Mall, Stanford, 94305, California, USA

    Laura Weiss Roberts

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McCarty, T. (2013). How to Build Assessments for Clinical Learners. In: Roberts, L. (eds) The Academic Medicine Handbook. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5693-3_9

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  • DOI: https://doi.org/10.1007/978-1-4614-5693-3_9

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  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4614-5692-6

  • Online ISBN: 978-1-4614-5693-3

  • eBook Packages: MedicineMedicine (R0)

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