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Title: Combining course- and program-level outcomes assessments through embedded performance assessments at key courses: A proposal based on the experience from a Japanese dental education program
Authors: Matsushita, Kayo
Ono, Kazuhiro
Saito, Yugo
Author's alias: 松下, 佳代
Keywords: Performance Assessment
Embedded Assessment
Program-Level Assessment
PBL (Problem-Based Learning)
Dental Education
Issue Date: 2018
Publisher: University of Deusto
Journal title: Tuning Journal for Higher Education
Volume: 6
Issue: 1
Start page: 111
End page: 142
Abstract: This paper addresses how to combine the course- and program-level assessments and presents a new method illustrated by a case of dental education program in Japan. Performance assessments are considered effective for evaluating knowledge integration and higher-order skills, while placing a burden on faculty, hence their feasibility as the program-level assessment is regarded lower than standardized tests or questionnaire surveys. We have developed several performance assessments at the course level, such as Modified Triple Jump for the PBL course. Based on this experience, we propose Pivotal Embedded Performance Assessment (PEPA) as a method for combining assessment at the course and program levels. The method limits the range of performance assessment to key courses directly linked to program goals and placed at the critical juncture points of curriculum, while entrusting the assessment of other courses to expert judgment of individual teachers. PEPA consists of the following procedures: systematization of curriculum and selection of key courses; design and implementation of performance assessments by a faculty team; setting passing criteria with incorporating the function of formative assessment; certifying the completion of the degree program. PEPA thus enables maintaining assessment feasibility and compatibility with a credit system, while ensuring assessment validity and reliability.
Rights: Copyright for this article is retained by the Publisher. It is an Open Access material that is free for full online access, download, storage, distribution, and or reuse in any medium only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.
DOI(Published Version): 10.18543/tjhe-6(1)-2018pp111-142
Appears in Collections:Journal Articles

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