Validity in the Next Era of Assessment: Consequences, Social Impact, and Equity
Uložené v:
| Názov: | Validity in the Next Era of Assessment: Consequences, Social Impact, and Equity |
|---|---|
| Autori: | Benjamin Kinnear, Christina St-Onge, Daniel J. Schumacher, Mélanie Marceau, Thirusha Naidu |
| Zdroj: | Perspect Med Educ Perspectives on Medical Education; Vol. 13 No. 1 (2024); 452–459 |
| Informácie o vydavateľovi: | Ubiquity Press, Ltd., 2024. |
| Rok vydania: | 2024 |
| Predmety: | 03 medical and health sciences, 0302 clinical medicine, Health Equity, 0202 electrical engineering, electronic engineering, information engineering, Humans, Reproducibility of Results, Eye Opener, 02 engineering and technology, Educational Measurement |
| Popis: | Validity has long held a venerated place in education, leading some authors to refer to it as the "sine qua non" or "cardinal virtue" of assessment. And yet, validity has not held a fixed meaning; rather it has shifted in its definition and scope over time. In this Eye Opener, the authors explore if and how current conceptualizations of validity fit a next era of assessment that prioritizes patient care and learner equity. They posit that health profession education's conceptualization of validity will change in three related but distinct ways. First, consequences of assessment decisions will play a central role in validity arguments. Second, validity evidence regarding impacts of assessment on patients and society will be prioritized. Third, equity will be seen as part of validity rather than an unrelated concept. The authors argue that health professions education has the agency to change its ideology around validity, and to align with values that predominate the next era of assessment such as high-quality care and equity for learners and patients. |
| Druh dokumentu: | Article Other literature type |
| Popis súboru: | application/pdf; text/xml |
| Jazyk: | English |
| ISSN: | 2212-277X |
| DOI: | 10.5334/pme.1150 |
| Prístupová URL adresa: | https://pubmed.ncbi.nlm.nih.gov/39280703 https://account.pmejournal.org/index.php/up-j-pme/article/view/1150 |
| Rights: | CC BY URL: http://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/. |
| Prístupové číslo: | edsair.doi.dedup.....45a887b92d90f267d30e601dad00a399 |
| Databáza: | OpenAIRE |
Full Text 
Full Text Finder 
Nájsť tento článok vo Web of Science | Abstrakt: | Validity has long held a venerated place in education, leading some authors to refer to it as the "sine qua non" or "cardinal virtue" of assessment. And yet, validity has not held a fixed meaning; rather it has shifted in its definition and scope over time. In this Eye Opener, the authors explore if and how current conceptualizations of validity fit a next era of assessment that prioritizes patient care and learner equity. They posit that health profession education's conceptualization of validity will change in three related but distinct ways. First, consequences of assessment decisions will play a central role in validity arguments. Second, validity evidence regarding impacts of assessment on patients and society will be prioritized. Third, equity will be seen as part of validity rather than an unrelated concept. The authors argue that health professions education has the agency to change its ideology around validity, and to align with values that predominate the next era of assessment such as high-quality care and equity for learners and patients. |
|---|---|
| ISSN: | 2212277X |
| DOI: | 10.5334/pme.1150 |