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001454575 001__ 1454575
001454575 003__ OCoLC
001454575 005__ 20230314003219.0
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001454575 008__ 230211s2023\\\\sz\\\\\\o\\\\\000\0\eng\d
001454575 019__ $$a1369598576$$a1369599327
001454575 020__ $$a9783031117527$$q(electronic bk.)
001454575 020__ $$a3031117522$$q(electronic bk.)
001454575 020__ $$z3031117514
001454575 020__ $$z9783031117510
001454575 0247_ $$a10.1007/978-3-031-11752-7$$2doi
001454575 035__ $$aSP(OCoLC)1369675082
001454575 040__ $$aEBLCP$$beng$$cEBLCP$$dGW5XE$$dEBLCP$$dYDX
001454575 049__ $$aISEA
001454575 050_4 $$aR737
001454575 08204 $$a610.71/1$$223/eng/20230215
001454575 24500 $$aWritten assessment in medical education /$$cHosam Eldeen Elsadig Gasmalla, Alaa AbuElgasim Mohamed Ibrahim, Majed M. Wadi, Mohamed H. Taha, editors.
001454575 260__ $$aCham :$$bSpringer,$$c2023.
001454575 300__ $$a1 online resource (178 p.)
001454575 500__ $$aEvidence Evaluation: Are Studies that Prefer Four Options Credible?
001454575 500__ $$aIncludes index.
001454575 5050_ $$aIntro -- Preface -- Contents -- Notes on the Editors -- Chapter 1: Basic Concepts -- Introduction -- Types of Assessments -- Formative Assessment -- Summative Assessment -- Assessments Methods -- Written Assessment -- Performance-Based Assessment -- The Quality of the Assessment -- Validity -- From "Types of Validity" to Sources of Validity Evidence -- What Is a "Construct? -- Sources of Validity Evidence -- Content -- Response Process -- Internal Structure -- Relationship to Other Variables -- Consequences -- What Affects Validity (Threats to Validity)? -- Reliability
001454575 5058_ $$aWhy Obtaining Reliability Is Important? -- What Affects Reliability? -- How to Measure Reliability? -- Educational Impact, Acceptability, and Cost -- Educational Impact -- Acceptability -- Cost -- References -- Chapter 2: Assessment of Learning Outcomes -- Introduction -- Outcome-Based Assessment -- Classifications of Intended Learning Outcomes -- Levels of the Cognitive Domain (Bloom's Taxonomy) -- Psychomotor and Affective Domains (Tables 2.4 and 2.5) -- Miller's Pyramid -- Types of Written Assessment -- Restricted-Response Items -- Commonly Used Multiple-Choice Questions
001454575 5058_ $$aNewer Formats of Multiple-Choice Questions -- Constructed-Response Items -- References -- Chapter 3: Blueprint in Assessment -- What Is Blueprint? Blueprint in the Context of Health Professional Education -- Theoretical Underpinning of Blueprint -- Benefits of Blueprinting -- Designing the Blueprint -- Developing the Blueprint -- Phase One: Topics' Weight Estimation -- Phase Two: Selection of the Appropriate Assessment Tool -- Examples for Blueprint Templates -- Research Methodology Course (Table 3.7) -- Conclusion -- References -- Chapter 4: Constructed Response Items
001454575 5058_ $$aOverview of Constructed Response Items and Rationale of Their Uses -- Types of Constructed Response Items -- Long Essay Question -- Modified Essay Question (MEQ) -- Short Answer Question (SAQ) -- Constructing SAQs and MEQs -- Using Rubric in CRI -- Key Feature Approach Questions -- References -- Further Reading -- Chapter 5: Key Feature Items -- The Concept of Key Feature Items -- The Structure of Key Feature Items -- Psychometric Properties of Key Feature Items -- Evidence Based on Content -- Evidence-Based Response Process -- Evidence Based on Internal Structure
001454575 5058_ $$aEvidence Based on Relations to Other Variables -- Evidence Based on Consequences of Testing -- Conclusion -- References -- Chapter 6: A-Type MCQs -- Background -- Contextual Items -- Noncontextual Items -- Advantages and Limitations -- How to Construct A-Type MCQs? -- Stem -- Lead-in -- Options -- Distractors -- What Is the Optimal Number of Options in an Item: Five, Four, or Three? -- What Is the Justification for Reducing the Number of Options? -- Is Reducing the Number of Options Is the Only Way to Minimize NFDs? -- Decreasing the Options from Five to Four Has Undesirable Effects
001454575 506__ $$aAccess limited to authorized users.
001454575 520__ $$aThis book is an indispensable yet simple reference for the daily use of a medical teacher. It addresses the needs of medical teachers interested in providing instruction and assessment in writing and written language, offering detailed guidance in simple and straightforward language. The book goes beyond mere description; it provides many practical examples, valuable materials that can be utilized in training workshops and medical educator professional development courses. The book will be of interest to novice and experienced teachers in medical schools, in addition to university teachers in other health professions, such as dentistry, pharmacy, nursing, medical laboratory, physiotherapy, biomedical engineering and veterinary medicine.
001454575 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed February 15, 2023).
001454575 650_0 $$aMedicine$$xStudy and teaching (Higher)
001454575 650_0 $$aEducational tests and measurements.
001454575 655_0 $$aElectronic books.
001454575 7001_ $$aGasmalla, Hosam Eldeen Elsadig.
001454575 7001_ $$aIbrahim, Alaa AbuElgasim Mohamed.
001454575 7001_ $$aWadi, Majed M.
001454575 7001_ $$aTaha, Mohamed H.
001454575 77608 $$iPrint version:$$aGasmalla, Hosam Eldeen Elsadig$$tWritten Assessment in Medical Education$$dCham : Springer International Publishing AG,c2023$$z9783031117510
001454575 852__ $$bebk
001454575 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-11752-7$$zOnline Access$$91397441.1
001454575 909CO $$ooai:library.usi.edu:1454575$$pGLOBAL_SET
001454575 980__ $$aBIB
001454575 980__ $$aEBOOK
001454575 982__ $$aEbook
001454575 983__ $$aOnline
001454575 994__ $$a92$$bISE