Original Publication
Open Access

Evaluating Learner Performance: It's Complicated

Published: August 14, 2014 | 10.15766/mep_2374-8265.9870

Included in this publication:

  • Evaluating Learner Performance Presentation.pptx
  • Instructor's Guide.docx
  • Participant's Handout.docx
  • Use of Video Guidelines.docx
  • Observing an Initial Interview Guidelines.docx
  • Resident Case Presentation.mp4
  • Simulated Patient Interview #2.mp4
  • Simulated Patient Interview #1.mp4
  • History Interview Evaluation Checklist Form.docx
  • Clinical Note Activity Guidelines.docx
  • H&P Clinical Note.docx
  • Clinical Note Writing Form.docx
  • Oral Presentation Activity Guidelines.docx
  • Oral Presentation Form.docx
  • Role Play Activity.docx
  • Workshop Evaluation Form.docx

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

Evaluating learners is a critical component of education. Distinguishing between feedback and evaluation, identifying the impact of the evaluation system, and recognizing that evaluation may be serving multiple purposes are not always considered by evaluators. This workshop is designed to clarify many of the issues surrounding evaluation and how evaluators can become more effective. This workshop was conducted at multiple sessions in different regions in the state of Iowa. Sessions were between 1 and 1.5 hours in length. The workshop evaluation responses follow a scale of 1 (low) to 5 (high) and were completed by 102 participants. When asked whether the educational activity improved their skills, average response rate for the evaluation items were as follows: (1) Distinguish between feedback and evaluation and understand why it is an important distinction [4.51]; (2) Identify the impact of the evaluation context/system on a particular evaluation [4.24]; (3) Recognize that evaluations may be serving multiple purposes [4.43]; and, (4) Describe factors that contribute to effective evaluations [4.37]. The average response rate for the remaining session evaluation items were: (1) The information presented will be useful in my teaching of residents and students [4.33]; (2) The format of this activity was appropriate to the information being presented [4.34]; (3) The style of presentation used by the instructor(s) was effective [4.44]; (4) The quality and use of graphics and visuals was appropriate [4.35]; and, (5) My interest in this topic has been stimulated by the instructor(s) [4.27].


Educational Objectives

By the end of this module, the learner will be able to:

  1. Distinguish between feedback and evaluation and explain why it is an important distinction.
  2. Identify the impact of the evaluation context/system on a particular evaluation.
  3. Recognize that evaluation may be serving multiple purposes that sometimes conflict with each other.
  4. Describe how to evaluate learners within the constraints of a given assessment system.

Author Information

  • Jeff Pettit, PhD: University of Iowa Roy J. and Lucille A. Carver College of Medicine
  • Kristi Ferguson, MSW, PhD: University of Iowa Roy J. and Lucille A. Carver College of Medicine

Disclosures
None to report.

Funding/Support
None to report.



Citation

Pettit J, Ferguson K. Evaluating learner performance: it's complicated. MedEdPORTAL. 2014;10:9870. https://doi.org/10.15766/mep_2374-8265.9870