Table 2 Alignment of Assessment Principles to Current Assessment

Reliability

The accuracy with which an assessment measures the skill that which it is designed to measure (Butt 2010: 46)

Clear and consistent procedures were delineating to ensure that the clinical teachers implemented consistent criteria as outlined in the instrument to arrive at similar conclusions

Face Validity

The assessment task assessing its intended task

The clinical task was assessed according to the detailed outcomes and criteria

Content Validity

The assessment task correspondingly representing the envisioned scope/ learning

Outcomes and criteria set out in this assessment was aligned to learning outcomes of the corresponding clinical module (CLP 300)

Criterion Validity

The extent to which the assessment task was based upon a similar assessment

Task

The continuous assessment (Formative) allowed for similar tasks and to inform future task in the clinic

Predictive Validity

The extent to which a student’s past performances in an assessment task is considered predictive or the student’s future performance in a specific area of learning

The continuous assessment (Formative) allowed for the tracking of performances in similar tasks and learning areas

Concurrent Validity

The association between the results of one assessment task when compared to that of another assessment task that focused on the same outcome in a similar learning area

The continuous assessment (Formative) allowed for the comparison of competencies in similar and similar learning areas

Construct Validity

The extent that an assessment task measures criteria that is challenging to observe directly

The domain of ethics and professionalism is often challenging to observe directly. This aspect is measured or inferred indirectly. (Example: Signed consent)

Fairness

Unbiased assessments offering students equal opportunities to demonstrate their competence

All students were assigned with unknown patients, assessed in the same clinical context employing the same set out outcomes and criteria

Cognitive Complexity

Representation of a variety of cognitive levels

The domains represented in this assessment was representative of various cognitive levels according to Bloom’s Taxonomy

Generalisability and Transferability

The extent to which student abilities can be transferred and the application of knowledge and skills to different contexts

This was a work-place based assessment that can be transferred to similar contexts outside of the institute

Authenticity of Evidence

The evidence gathered is the student’s own work

Direct clinical observation ensure authenticity of the evidence gathered

Meaningfulness

A valuable learning experience attained in the assessment process

The assessment task was clearly linked to the learning outcomes of this module, thereby integrating teaching and learning

Balance

The time allocated to complete the assessment task was in balance with the complexity of the task

The assessment task –time was allocated according to its complexity and the students were provided with a dental assistant

Transparency

The extent to which the assessment plans are shared with the recipient

The expected learning outcomes, the assessment instrument, the assessment criteria as well as the mark allocation was shared with the students