Introduction

One of the facts that is accepted by all medical educators is that assessment drives learning. Therefore assessment should be used strategically to enhance learning. At our College we use different assessment tools to ensure that we cover all learning objectives and to facilitate students abilities to apply higher order functions such as problem solving, critical thinking and clinical reasoning. The principles we follow in assessment include:

  1. Assessment should test the achievement of COM learning goals and objectives.
  2. The assessment program is structured around the curriculum themes.
  3. Summative assessments is under central control.
  4. Assessment uses a variety of assessment instruments to measure the whole spectrum of educational objectives and student characteristics.
  5. Assessments should foster and support: problem-solving skills, clinical skills, team-working, and self directed learning.
  6. Formative assessment is required and utilized extensively to facilitate effective and constructive feedback.
  7. Assessment instruments must be valid, reliable, feasible and practicable.
  8. Criterion-referenced grading is the scoring system of choice, based on principles of mastery learning.

Goal

The Assessment Unit is committed to deliver high quality assessment based on known principles of assessment as well as the regulations and provisions of both the Ministry of Higher Education and the International IDEAL Consortium.

Objectives

  • To be responsible for producing and editing MCQs, OSPE and OSCE stations for student examinations and for preserving them in the College of Medicine Bank (IDEAL).
  • To ensure that student assessment is in accordance with the block (course) content and that examinations follow block blueprints.
  • To analyze the psychometric properties of the examinations and to provide feedback on the examination results.
  • To maintain a liaison with the IDEAL International Consortium for sharing medical student assessment banks.
  • To implement Assessment Unit Policies and Procedures.
  • To ensure complete confidentiality of the Assessment Unit.

 

 

Introduction

One of the facts that is accepted by all medical educators is that assessment drives learning. Therefore assessment should be used strategically to enhance learning. At our College we use different assessment tools to ensure that we cover all learning objectives and to facilitate students abilities to apply higher order functions such as problem solving, critical thinking and clinical reasoning. The principles we follow in assessment include:

  1. Assessment should test the achievement of COM learning goals and objectives.
  2. The assessment program is structured around the curriculum themes.
  3. Summative assessments is under central control.
  4. Assessment uses a variety of assessment instruments to measure the whole spectrum of educational objectives and student characteristics.
  5. Assessments should foster and support: problem-solving skills, clinical skills, team-working, and self directed learning.
  6. Formative assessment is required and utilized extensively to facilitate effective and constructive feedback.
  7. Assessment instruments must be valid, reliable, feasible and practicable.
  8. Criterion-referenced grading is the scoring system of choice, based on principles of mastery learning.

Goal

The Assessment Unit is committed to deliver high quality assessment based on known principles of assessment as well as the regulations and provisions of both the Ministry of Higher Education and the International IDEAL Consortium.

Objectives

  • To be responsible for producing and editing MCQs, OSPE and OSCE stations for student examinations and for preserving them in the College of Medicine Bank (IDEAL).
  • To ensure that student assessment is in accordance with the block (course) content and that examinations follow block blueprints.
  • To analyze the psychometric properties of the examinations and to provide feedback on the examination results.
  • To maintain a liaison with the IDEAL International Consortium for sharing medical student assessment banks.
  • To implement Assessment Unit Policies and Procedures.
  • To ensure complete confidentiality of the Assessment Unit.

 

 

assessment unit

 

Strategies

  • Central control of assessment through a well secured faculty.
  • Multidisciplinary collaboration from all faculty and departments.
  • Use of a spectrum of instruments that are valid, reliable and covere the required objectives and competencies.
  • Ensure the high quality of assessment through extensive review, revision and evaluation.
  • Active involvement of students through regular feedback.

Activities

  • Forming an Assessment Unit Committee.
  • Setting up blueprints for course exams.
  • Providing assessment and item-writing workshops.
  • Soliciting, preparing, and editing items.
  • Scheduling meetings for review and approval of items to ensure that the blueprint is adhered to and the items meet the IDEAL criteria.
  • Typing and formatting examinations for the block, mid-block and final examinations.
  • Collating, delivering, and retrieving written examinations.
  • Marking exams using optical scanners and delivering results to Academic Affairs.
  • Reviewing psychometric properties of the test/items.
  • Securing and maintaining proper storage of examinations.

 

Director: Dr. Sami Al Nasser  Ext.:  95420

OSCE Coordinator: Dr. Ahmed Mazin Ext.: 95302 (COM-M); Dr. Areeg Abdulla Ext.: 99787 (COM-F)
 
Senior Assessment Coordinator: Imran Zafar  Ext.: 95167
 
OSCE Administrative Assistant: Abdulaziz M. Al Dossari  Ext.: 95325

Administrative Assistant: Renalyn S. Tabago  Ext.: 95167