Developing Miller’s Pyramid to Support Students’ Assessment Literacy
Abstract
Introduction
The Approach: Adapting Miller’s Pyramid to an Assessment Literacy Pyramid (ALP)
Assessment Literacy Levels 1 and 2
I had no idea of what it really was. So, this gave us a good idea of how the process works. I don’t feel like I am going into an exam blind in terms of how it may be assessed.. . . greatly changed my opinion on the importance/fairness/value of multiple-choice testing in comparison to other methods.Interesting! Didn’t realize as much work went into checking the questions were at the right level. Makes me feel more confident about the process in general. Good to understand how it all works.
Assessment Literacy Level 3
I feel much better about OSCE’s now that I’ve done the FOSCE class and have practiced my skills in a few sessions. I was really worried about missing details, but I realized that half of the criteria is from “putting on gloves” or selecting the “appropriate needle.”I’m still going through every available OSCE marking sheet and practicing.
. . . it was really useful to see, like, from the other side. I feel like personally I was kind of willing for the other person to pass and see if they didn’t do anything where they were, like, oh, like I have to say no but you really want to say yes.I have a friend who made a timetable of when we have free and when the clinical skills lab is free . . . and she’s going message me when she’s going go in and we’re going go in and kind of do our individual revision and then examine each other.
Assessment Literacy Level 4
It was very helpful knowing what my peers think about my clinical, professional and teamwork skills, as they are the ones that I work with the most and that get to really see how I perform in clinics, on a more personal level.I think that the peer feedback worked well with [our] group given the dynamic that already existed between the group members.
Gives you a real true reflection of how you act in a professional scenario, so I’ll reflect, I’ll consider what they said. If they said I have good communication skills I’ll think about what I’ve done that might have been different, or I’ll discuss why I should maybe change my history styles, like I’ve done that on clinics . . . and I’ve tried it and my student peers have said “oh that was better than you normally did or that wasn’t as good” to try and develop yourself. So, I personally reflect on it quite a lot.
Miller’s Pyramid level | ALP level | Exemplar assessment literacy activities | Student assesses own/ others’ work | Student contributes to the assessment itself | |
---|---|---|---|---|---|
Question creation | Standard setting | ||||
Knows, Knows How | 1 and 2 | PeerWise question authoring and commenting | √ | √ | |
Engaging students in standard setting of MCQs | √ | ||||
Generating free-text questions and outline answers | √ | ||||
Marking and discussion of authentic answers | √ | √ | |||
Shows | 3 | Peer and self-assessment of OSCE performance | √ | √ | |
Does | 4 | Peer and self-assessment of rotation performance | √ | √ | |
4 | Engagement of students in developing assessment rubrics | √ | √ |
Discussion
Future Work
Acknowledgments
Footnote
References
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Journal of Veterinary Medical Education 2021 48:2, 158-162