JDE
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

J Dent Educ. 72(1): 48-58 2008
© 2008 American Dental Education Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Licari, F. W.
Right arrow Articles by Guenzel, P. J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Licari, F. W.
Right arrow Articles by Guenzel, P. J.

Educational Methodologies

Designing Evaluation Forms to Facilitate Student Learning

Frank W. Licari, D.D.S., M.P.H., M.B.A.; G. William Knight, D.D.S., M.S., M.S.; Pamela J. Guenzel, Ph.D.

Key words: criteria, evaluation, instruction, calibration

Submitted for publication 06/04/07; accepted 10/10/07

Most dental school instructors struggle to develop course evaluation criteria that can effectively be applied as valid and reliable learning instruments. Vague and unreliable learning assessments often lead to increased dissatisfaction among both faculty and students. Students complain about the "lack of faculty calibration," and faculty are often unable to adequately evaluate competence due to the need to provide an overall course grade by the end of the term. By systematically addressing Mackenzie et al.’s list of sixteen factors that contribute to faculty disagreements on student evaluation, we developed "Criteria for Writing Effective Evaluation Forms" as a guide for developing evaluation criteria. By using the guide for developing evaluation forms for student learning, course directors will have the components necessary to ensure validity and reliability of student assessment methodology. By providing students and faculty with clearly defined criteria and the training to apply those criteria, Mackenzie et al.’s concerns may be conquered.






HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Copyright © 2008 by the American Dental Education Association.