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Revista argentina de radiología

On-line version ISSN 1852-9992

Abstract

ROS MENDOZA, Luis Humberto. Evaluation in Radiology as a pedagogic contribution. Rev. argent. radiol. [online]. 2012, vol.76, n.3, pp. 249-253. ISSN 1852-9992.

After defining evaluation (a systematic process of data collection and analysis in order to take decisions in a specific field; in our case, radiology training at medical school), we should specify the characteristics of such evaluation, which include the aim (what for?), subject-matter (which content?), benchmarks (i.e., the standards against which we are comparing), when to evaluate, and how strictly or at what cost. Once these questions have been answered, we are able to select the most appropriate procedures for evaluation, bearing in mind that evaluation is a process, while grading implies an already made decision. There are different types of evaluation: the initial evaluation, which is not necessarily nominal, is performed to define the student's level at the beginning of the course; the normative or norm-referenced evaluation has a relative nature, as it compares student achievement to that of others; and the absolute or criterion-referenced evaluation, which is based on established criteria, where the goals which should be achieved become the key element for designing teaching and evaluation. Evaluation may be used to generate motivation. This requires the establishment of clear and relevant objectives as well as knowledge on how to correct mistakes. Oral questions in the classroom may also be motivating. Within the triple domain to be taken into account (cognitive, affective and psychomotor), the objectives to be measured should be considered in a hierarchical order from simple to complex: necessary knowledge, comprehension of such concepts, practical application (in a context that is different from that where knowledge has been gained), and the so-called "superior operations" (analysis, synthesis and grading). Then, the technical features of evaluation will be defined: internal and external validity in relation to difficulty and discrimination; reliability, i.e. accuracy and consistency according to the degree of objectivity; and finally, efficiency in terms of cost/efficacy. In general, in our case, evaluation consists in predominantly practical exams, based on problem-solving, and ongoing assessment of student participation in classes and interactive seminars.

Keywords : Radiology; Educational; Assessment.

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