Type of assessment

diagnostic assessment

an assessment of trainees relevant to and before they are exposed to a paricular educational
intervention is generally referred to as diagnostic. analogous to medicine, the purpose of these
assessment is to determine the trainees’ educational nedds with the goal of optimizing learning. Often
they procedure a profile which identifies areas of strength and weakness

Example of this type of test are most common in continuing medical education, where participants
select, or are assigned to, a particular educational experience based on their performance. In general,
they are underutilized in formal training where the focus remains largely on educational process

Formative Assessment

An assessment of trainees during an educational intervention is often referred to as formative. The

purpose of these assessment is two-fold. First, they provide feedback to students and their teachers
which is intended to guide learning. Second, there is a recent work indicating that the act of assessment
itself creates learning.

Summative Assessment

An assessment of trainees at the end of a period of time is generally referrd to as sumative. The
purpose of these assessment is to determirne whether the trainee has learned what has been taught.
Consequently, summative assessment are usually cumulative and indicate whether the trainee is
competent to move on in training or practice

Quality of a good assessment

Validity or coherence: there is a body of evidence that is coherent and that supports the use of the
results of an assessment for a particular purpose

Reproducibility or consistency: the results of the assessment would be same if repeated under similar
circumstances

Equivalence: the same assessment yields equivalent scores or decisions when administered across
different institutions or cycles of testing

Feasibility

Educational effect

Catalytic effect: the assessment provides results and feedback in a fashion that creates, enhances, and
support education; it drives future learning forward

acceptability
Jenis penilaian

Penilaian diagnostik

Tujuan menentukan kebutuhan pendidikan  tujuan mengoptimalkan pembelajaran. Seringkali mereka

memproses profil yang mengidentifikasi area kekuatan dan kelemahan

Jenis penilaian ini paling umum dalam melanjutkan pendidikan kedokteran

Contoh tes jenis ini adalah yang paling umum dalam melanjutkan pendidikan kedokteran, di mana
peserta didik memilih pengalaman pendidikan tertentu berdasarkan kinerjanya.

Penilaian Formatif

Tujuan

mereka memberikan umpan balik kepada siswa dan guru mereka yang dimaksudkan untuk membimbing
pembelajaran.

ada karya terbaru yang menunjukkan bahwa tindakan penilaian itu sendiri menciptakan pembelajaran.

Penilaian sumatif

Penilaian peserta pelatihan pada akhir periode waktu biasanya merujuk sebagai sumatif. Tujuan dari
penilaian ini adalah untuk menentukan apakah peserta pelatihan telah mempelajari apa yang telah
diajarkan. Akibatnya, penilaian sumatif biasanya kumulatif dan menunjukkan apakah peserta pelatihan
kompeten untuk melanjutkan dalam pelatihan atau praktik

Kualitas penilaian yang baik

Validitas atau koherensi: ada kumpulan bukti yang koheren dan mendukung penggunaan hasil penilaian
untuk tujuan tertentu

Reprodusibilitas atau konsistensi: hasil penilaian akan sama jika diulang dalam keadaan serupa

Kesetaraan: penilaian yang sama menghasilkan skor atau keputusan yang setara ketika dikelola di
berbagai institusi atau siklus pengujian

Kemungkinan

Efek pendidikan

Efek katalitik: penilaian memberikan hasil dan umpan balik dengan cara yang menciptakan,
meningkatkan, dan mendukung pendidikan; itu mendorong pembelajaran ke depan

penerimaan