Comment mesurez-vous le succès de l’évaluation et de l’évaluation?

Start by defining the purpose and scope. Clearly outline the goals you aim to achieve through assessment. Determine what aspects of the educational process you intend to evaluate. Are you focusing on student learning outcomes, program effectiveness, or teaching methodologies? Align your assessment goals with your institution's mission and values. Setting a well-defined purpose and scope provides a foundation for accurate and meaningful measurement of success.

Effective assessment and evaluation in education hinge on key principles: -Preparation and Testing: Assessments require meticulous preparation and testing to ensure alignment with learning goals. -Clear Objectives: Communicating assessment objectives helps students grasp their significance. -Transparent Rubrics: Well-defined rubrics and criteria, shared in advance, empower students and reduce ambiguity. -Effective Communication: Clear communication about format, deadlines, and expectations prepares students confidently. - Quality Feedback: Quality feedback should be clear, consistent, and actionable. - Support for Improvement: Assessment's purpose is to support learning and development, offering guidance for growth.

The main reason we do assessments is to check on Students' understanding. So that's why we need to look into 3 areas: 1. Student Engagement and Motivation: Assessments that engage and motivate students can contribute to success. Assessments should not only measure learning but also encourage students to actively participate in their education. 2. Stakeholder Satisfaction: Success in educational assessment may also be measured by the satisfaction of students, parents, teachers, and administrators. Feedback can help gauge the effectiveness of the assessment process. 3. Long-Term Impact: success should be linked to long-term outcomes, such as students' ability to apply their learning in real-world situations and succeed in higher education.

Reverse design allows us to consider what outcome we want upon completion of the learning. This is particularly helpful in healthcare education, where we can identify the knowledge, skills, and abilities of a practicing provider, then build curricula and assessments to ensure we have created that outcome.

Establishing precise, quantifiable goals for evaluating or evaluation process. Data quality is the assurance that the information gathered is correct, pertinent, and representative. Benchmarking: The comparison of outcomes to established norms or criteria. input from Users: Collecting input from users to assess satisfaction and goal alignment. Data Trends: Examining recurring trends and patterns in the data. Executable Insights: Determining suggestions and practical conclusions based on the evaluation. Impact evaluation: Analyzing how changes or actions brought about by the evaluation will affect people. Continuous enhancement is the use of results to enhance procedures, plans, or tactics. The degree to which goals are achieved,

From my experience, it is necessary to be realistic about the reliability, validity and relevancy of the criteria. I have found that just by crossing the boundary and teaching in the seemingly similar environment, one can easily be lead astray with unrealistic, I might say, expectations. It is of utmost importance to set up realistic performance indicators and standards that will clearly report the effectiveness of a program.

Establishing criteria and standards is crucial. Clearly define what constitutes success in terms of student performance or program effectiveness. These benchmarks provide a clear framework for evaluating outcomes. Align your criteria with educational goals, industry standards, and stakeholder expectations. By setting specific and measurable criteria, you create a consistent basis for assessing achievement and ensuring the accuracy and fairness of your evaluation process.

When establishing criteria and benchmarks, it’s important to consider current state as well as goals. We need to assess where we are as much as establish where we can go.

Criteria and standards must align with the competencies you are trying to develop in the student. At the same time, these capacities must be aligned with the reality in which you will apply them. The evaluation criteria must not be based on the mere evaluation of knowledge but on applied learning and, even better, to test those capacities in real life. Education must change from tests to practical and continuous patient evaluation methods.

In 1985, our national exams and curriculum design license measured demonstration of proficiency to specific objectives, with evidence in specific domains of content in context to direct application of the acquired KSAs. Today, K-12 through MA, PhD, GME, and MD professional development programs fail to comply to standard terms; "to what extent is the learner contributing value to society with the acquired KSAs?" I remember my 2nd grade teacher sending a letter home to my mother; "Mrs. Harrison, you have failed your nation today, because your son should do better on his math test. Your duty and responsibility is to prepare and equip the next generation to contribute employable value."

In addition to what has already been posted --- Make sure to consider monitoring and affording mid-course correction in addition to evaluation. Re-evaluation do not just measure outcomes with appropriate metrics but includes impact and process evaluations.

Including students in the evaluation is mandatory. Their input on how they were assessed and evaluated may just be the reason you will re-evaluate your methods.

While much of education research and evaluation is quantitative, don't underestimate the value of qualitative measures. Gathering the voices of students, educators, and other stakeholders can illuminate quantitative findings, giving valuable context for interpreting results. Participant voices can also open new avenues of investigation, prompting further research questions and areas for continuous improvement, both in the classroom and in the evaluation process.

Employing effective methods and tools is essential. Utilize a variety of assessment techniques such as quizzes, exams, projects, and peer evaluations to capture diverse aspects of learning. Choose methods aligned with your goals and the nature of the content. Additionally, leverage technology, like learning management systems or data analysis software, to efficiently collect and analyze data. This enables you to gather comprehensive insights into student performance and program effectiveness, allowing for informed decision-making and continuous improvement.

Effective measurement is critical in healthcare education. Unfortunately, we often use measures that are least representative of practice (tests) to evaluate readiness for autonomous practice. Assessments that align with practice are the most valid; simulations and direct observation of practice are critical tools in healthcare education... but so is ensuring interrater reliability in evaluating that performance. Trained evaluators are just as important as the environment and validity of the tool.

The five column process of the Nichols Model which includes Identifying Mission/Goals, Intended Outcomes/Objectives, Means of Assessment and Criteria for Success and Use of Results can guide your work.

Questions such as "Can you see yourself applying this information in X context" can help you gauge if what you created is something that will be actually be used and valued, vs. courses that only tick boxes and requirements.

Examine the collected data to assess how well students have met the established criteria and standards. Look for patterns and trends in student performance to identify areas of strength and improvement. Additionally, gather feedback from both students and educators to gain insights into the effectiveness of assessment methods and the learning experience. This feedback loop helps refine assessment strategies, enhance learning outcomes, and create a more impactful educational environment.

Keep your faculty members in the feedback loop regardless of what methods for collection change further prolonging an assessment. Once the results are in, make use of them and keep stakeholders informed.

Reflection and improvement play a crucial role in measuring success in assessment and evaluation. After analyzing results and feedback, educators and institutions should engage in reflective practices. This involves considering what worked well and what can be enhanced. Identify areas for improvement in assessment methods, criteria, and standards. Use these insights to refine future assessments and instructional strategies, continuously enhancing the learning experience. This reflective approach fosters an environment of ongoing growth and ensures that assessment practices align with the goal of facilitating effective learning outcomes.

Reflection and commitment to continuous improvement are essential aspects of assessment & evaluation practices. It is useful to maintain a record of lessons learned from self-reflection. Document what went well, what didn't, and why. This allows evaluators to identify areas for improvements, create action plans to enhance evaluation strategies and prevent repetition of mistakes. Also, be willing to share the knowledge & insights gained from reflection and continuous improvements efforts with colleagues & peers so as to create a collaborative learning culture within the organisation. When individuals feel psychologically safe to learn from, and share their experiences, it can contribute to more impactful evaluations & learning effectiveness.

Reflection and action planning for how to evolve are the first and last steps in quality improvement. As educators, we have a responsibility to be in active, rapid cycles of quality improvement.

Defining what success looks like from the get go will enable you to « measure » it as a project advances. Adopting an outcomes-based approach and selecting SMART indicators can help assess progress and, ultimately, whether the expected outcomes have been realized. However, it is also important to not be limited to quantitative data. Qualitative data is as valid and will often add depth to the data collected, the analysis and findings. Buttressing numbers with participants’ views and testimonies, observed changes, audio and video evidence, can enrich assessments of a project’s outcomes. Also, drawing learnings from the inevitable shortcomings of a project’s implementation will contribute to making scale up of the project more successful.

There will always be new challenges ahead as well as opportunities to tackle them head on. What is crucial is using the knowledge gained to continue to grow. Looking at things from different perspectives. Seeing where there is room for improvement and then making an impact once it has been resolved.

Working towards continuous improvement is one approach that can work well for individuals and organizations, especially when short-term goals and objectives are both incremental and achievable.

What seems like a challenge - but is ultimately an opportunity - is the reality of outcomes that we did not expect. Unexpected outcomes can initially appear to sideline "success" as we have so carefully defined it. When we instead embrace assessment and evaluation as a process of informed discovery, we not only have the benefit of continuous improvement (the hallmark of strong assessment and evaluation!), but the gift of perspective. If we remain open, successful assessments and evaluations are about the collective, collaborative learning process for all involved.

Assessment and evaluation do not have a one size fits all approach and will need to include an understanding of the context and participants. What competences are being assessed and for what context? Take for example, assessing students with additional needs and from particular backgrounds or cultures. This presents unique challenges usually requiring reasonable adjustments that must not invalidate the integrity of the assessment and must provide a reliable and accurate profile of the participants.

In my practice, I advocate for an approach that recognizes individuality and holistic development. Success in assessment and evaluation should go beyond standardized metrics. It involves: 1. Individuality: Acknowledging that every learner is unique and adapting assessment methods accordingly. 2. Holistic Assessment: Measuring not just knowledge but also critical thinking, practical skills, and emotional intelligence. 3. Balancing Understanding and Application: Ensuring learners not only grasp concepts but can apply them effectively. 4. Project-Based Assessments: Leveraging projects to foster creativity and real-world application of knowledge. This approach enables a more comprehensive and meaningful evaluation of learning outcomes.

The points listed here are correct but in a textbookish manner. All assessments have to work "in the wild" where there are hundreds of moving parts in real time. Good intention and the best laid plans of mice and men can go awry very quickly. The uncertainty and complexity in most situations can not always be accommodated by the waterfall model of "Plan-do-check-act". Post pandemic, there is a certain fluctuations in expectations in higher education that is becoming increasingly difficult to manage. What the solutions are, I am not sure.

Measuring individuals based on where they started and how far they've come by the end of the experience/course/etc. could be an interesting method to explore in terms of measuring success.

As I worked through these I found myself falling into the trap of an echo-chamber. Education must change and the cycles and practices we cling too may benefit from some disruption or we may not like what the future can bring.

Try to think not just about what is required now, but what is likely to be required and useful 5 or 10 years from now. The genius of Jeff Bezos was his ability to foresee that Amazon could become the world's largest general store. He anticipated that the large volume of shipping created by Amazon would bring down the costs of shipping. If you can aim for where the ball is going, rather than where the ball is now, you are much more likely to be happy with your results long-term.