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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


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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

Veröffentlicht: 5. September 2012

© 2012 Taylor.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen ( Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


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.