Faculty Ratings as Part of a Competency-Based Evaluation Clinic Grading System

The traditional system for determining grades in dental school clinic courses has been counts of productivity and daily marks for degree of technical excellence. One dental school with a competency-based educational model has redesigned its evaluation system to include assessment of understanding as...

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Bibliographic Details
Published in:Evaluation & the health professions 1999-03, Vol.22 (1), p.86-106
Main Author: Chambers, David W.
Format: Article
Language:English
Subjects:
Academic Ability
Academic Standards
Accreditation (Institutions)
Bias
Clinical Competence - standards
Clinical practice
Competence
Competency Based Education
Competency Based Evaluation
Competency tests
Competency-Based Education - organization & administration
Curriculum
Dental Schools
Dental Students
Dentistry
Education, Dental - organization & administration
Educational Objectives
Evaluation
Faculty, Dental
Grades (Scholastic)
Grading
Graduation Requirements
Health technology assessment
Higher Education
Humans
Measurement Techniques
Models, Educational
Outcomes of Education
Patients
Predictive Validity
Professional Development
Professional Education
Quality Control
Rating Scales
Reproducibility of Results
San Francisco
Student Characteristics
Student Evaluation
Surveys and Questionnaires
Teacher Improvement
Teacher Qualifications
Teachers
Teaching Methods
Test Construction
USA
Validity
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Description
Summary:The traditional system for determining grades in dental school clinic courses has been counts of productivity and daily marks for degree of technical excellence. One dental school with a competency-based educational model has redesigned its evaluation system to include assessment of understanding as well as performance of procedures, diagnosis and judgment, and patient management. Competency tests were instituted in all disciplines to replace the required volume of work. A quarterly rating system was developed to replace daily grading. Results from one of the first administrations of the ratings are presented. They show excellent face validity and rater consistency in some cases. Gradients of generalizability are reported, demonstrating that the ratings satisfy the school’s standard for grade defensibility.
ISSN:0163-2787
1552-3918
DOI:10.1177/01632789922034185