Accepted Type
Facilitated and Dedicated Poster
Code
LP1 - 02
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Graduate Student
Affiliation
Considered for Poster
yes
Title
Assessment of pink elephants.
Length of Presentation
Background/Purpose
Medical students learning about CanMEDS roles can be assessed using written reflection assignments. Reflection on learning is important for identifying learning needs and integrating knowledge. Assessment regulations require rubrics detailing the outcomes and assessment of assignments are to be provided to students. Education best practices are that faculty feedback then corresponds to the expectations outlined in the assessment rubric. This presentation looks at the use of rubrics in assessment.
Methods
This paper is based on findings from a longitudinal study examining professional development amongst pre-clinical medical students at an Atlantic Canadian university. The study employed a critical ethnographic design using a combination of participant-observation research and monthly focus groups over two years. The study involved collecting student accounts of their formal and informal learning experiences, including their observations of and opinions on faculty assessment of reflective assignments.
Results
The students reported having rubrics was a disadvantage. The students spoke about how abstract their writing was like pink elephants, to address the expectations of the rubrics. The assignments failed in their usefulness as a tool to help the students develop critical thinking. Instead, the students chose to write to fit the rubric and pass the assignment. The students found the feedback they received was too limited to help guide their learning and correct their mistakes.
Conclusion
The rubrics instructed the students on what to write rather than allowing the students to reflect on their learning. The lack of useful feedback could be due to those teachers themselves are not trained to give constructive feedback.
Keyword 1
Assessment
Keyword 2
Feedback
Keyword 3
Rubrics
Level of Training
General
Abstract Themes
Assessment
Assessment
General
Additional Theme (First choice)
Undergraduate
Additional Theme (Second Choice)
Faculty Development
Additional Theme (Third Choice)
Assessment
Authors
Presenter
Jinelle Ramlackhansingh
Jinelle Ramlackhansingh
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
