| KNOWLEDGE ASSESSMENT (EVALUATION) THEORY |
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KNOWLEDGE (skills or attitudes) ASSESSMENT = systematic examination procedure by testing and with the goal to establish desired characteristics and gathering proof about the level and quality of the acquired knowledge (skills or attitudes).
The required characteristics (of knowledge, skills or attitudes) are defined by instructional goals, so that the type of examination depends on educational goals. Goals clearly and concretely define what knowledge and which skills or attitudes a student should have at the end of the instructional process. Therefore, the selection of goals is the most important decision made by experts when planning a curriculum for a certain educational profile, and the teachers should follow it!
The content and range is chose from three areas (see Bloom's Taxonomy):
1) cognitive area of knowledge and understanding
- knowledge is defined as a systematic overview of acquired and permanently memorized facts
- cognitive knowledge is defined as knowledge related to mental ability or function.
2) affective area of attitudes
3) psycho-motor area of skills
| Examination is an integral part of every instructional process! |
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Purpose |
Type |
1) grading the student's success at the end of the instructional and learning process
2) feedback (to both the student and professor) during the learning process
3) improvement of the quality of instruction. |
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Bibliography
1. Anić B.. Rječnik hrvatskog jezika. Novi liber, Zagreb 2000.
2. Norman G.R. Van der Vleuten C.P.M. Newble DJ. (editor). International Habdbook of Research in Medical Education. Dordrecht: Klouwer Academic Publishers, 2002
3. Jakšić Ž, Pokrajac N, Šmalcelj A. Vrcić-Keglević M (editor.) Umijeće medicinske nastave. Medicinski fakultet, Zagrebu, 2002. (2nd edition)
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