The 36-item multiple-choice instrument used to assess students' content-oriented proficiency was developed by the authors to be in alignment with the QCS course objectives and practices and to require use of a range of cognitive levels (from comprehension to application, analysis, and evaluation) on the part of the successful test-taker.
In Hayes' words, "graduating students who demonstrate respect, responsibility, honesty, and integrity is as critically important as mastering content and demonstrating proficiency".
The assessment of communication skills is still plagued with measurement errors related to content specificity, language proficiency, case and student interactions, variability in standardized patients, and assessment of written communication skills [ 8].
While there is a clear need for assessments that produce evidence of student content knowledge and proficiency in science practices (National Research Council, 2014), the affective domain is a powerful and under-utilized body of evidence in the development of student learning (Trujillo & Tanner, 2014).
Especially in the sciences, certain content or technical proficiencies may be very important in the ability of your students to obtain employment or to further progress in their field.
The major part of the students (72.91% for the conceptual and 61.94% for the statistical dimension) even reaches the level of conducting analyses of research-methodological situations by linking a crucial number of content-related elements (proficiency level B).
Users can add published work to their profile with a link to the content; and list language proficiency, special skills (i.e. C++, Java); certifications of licenses and security clearances (i.e. CPA, SFP); and patents that they have been awarded.
Certification examinations test for proficiency in content comprehension and decision-making capabilities, yet there is no objective testing to evaluate arthroscopic technical competencies at the end of residency [ 20- 22].
The issue that still remains then is how we can raise TLA in order to sustain both foreign language proficiency and pedagogical content knowledge hand in hand.
Thus, it requires teachers to view language diversity not only as a variety of different mother tongues, but also variations of students' English proficiency levels by content and grade level.
