Volume 16, Issue 55 (Sep 2006)
J Mazandaran Univ Med Sci 2006, 16(55): 152-160 |
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Yazdanpanah Nozari A, Jalahi H. The effective method for postering thinking dispositions of learners. J Mazandaran Univ Med Sci 2006; 16 (55) :152-160
URL: http://jmums.mazums.ac.ir/article-1-165-en.html
URL: http://jmums.mazums.ac.ir/article-1-165-en.html
Abstract: (11217 Views)
Background and purpose: Assessment of learners’ performance is an important factors in teaching-learning process. When a factor is sensitive and has high influence on life, their assessment should be done precisely. Thinking dispositions are very important factors in medical education because of its specific condition. In this study a model is designed for fostering thinking dispositions of learners in which authentic assessment is an important element.
Materials and Methods: Objective based research is developmental, and such a model was not designed for curricula. Data collection and comparing approaches about assessment and analyzing current assessments offered applied proposals.
Results: Based on research findings, the current assessments are response-based, that is students instead of product of response, only offers the specific response which the teachers expects but authentic assessment is a form of assessment in which students are asked to perform real-word tasks that demonstrate meaningful application of essential knowledge and skills.
Conclusion: Because of the difficulties and unexpected problems in life and individuals needs to lifelong learning and conditions in medical course that require decision making in specific times, we must pay attention to reach thinking dispositions and it should be included in curriculum. Authentic assessment as an important aspect of curriculum can help fostering thinking dispositions of learners. Using this kind of assessments which focus on application of information and skills to solve real-word tasks have more important role in medical courses.
Materials and Methods: Objective based research is developmental, and such a model was not designed for curricula. Data collection and comparing approaches about assessment and analyzing current assessments offered applied proposals.
Results: Based on research findings, the current assessments are response-based, that is students instead of product of response, only offers the specific response which the teachers expects but authentic assessment is a form of assessment in which students are asked to perform real-word tasks that demonstrate meaningful application of essential knowledge and skills.
Conclusion: Because of the difficulties and unexpected problems in life and individuals needs to lifelong learning and conditions in medical course that require decision making in specific times, we must pay attention to reach thinking dispositions and it should be included in curriculum. Authentic assessment as an important aspect of curriculum can help fostering thinking dispositions of learners. Using this kind of assessments which focus on application of information and skills to solve real-word tasks have more important role in medical courses.
Type of Study: Research(Original) |
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