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16. Grazer Konferenz – Qualität der Lehre: Curriculum planning and assessment

19. - 21. April 2012, Timisoara, Romania

Using adult learning theories to plan assessment

Workshop/Arbeitstreffen

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  • corresponding author David Taylor - University of Liverpool, School of Medicine, Liverpool, UK

16. Grazer Konferenz – Qualität der Lehre 2012 - Curriculum planning and assessment. Timisoara, Romania, 19.-21.04.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. Doc12grako08

doi: 10.3205/12grako08, urn:nbn:de:0183-12grako083

Published: September 5, 2012

© 2012 Taylor.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.


Workshop/Arbeitstreffen

When students learn they follow a clear sequence of four learning domains, recall, elaboration, organisation and reflection. One of the difficult aspects of designing assessment is working out which learning domains we are testing with each type of question or activity. Another is ensuring that we are not only testing recall. The final problem is determining how to give meaningful and useful feedback to the students following or during the assessment. Based on a simple plan of adult learning we will work in pairs or small groups to either develop or improve our assessment strategies, to meet each of these objectives.