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Empirical evidence in rubric studies show that using rubrics can make assessments more reliable (Jonsson & Svingby, 2007; Penny, Johnson, & Gordon, 2000; Silvestri & Oescher, 2006; Wolf & Stevens, 2007).
Teachers, on the other hand, commonly use rubrics to make assessments more efficient and quicker (Andrade, 2000) and they utilize them to improve instruction.
I recently attended a meeting of teachers, retired administrators, and members of the BPS Office of Accountability and Data, where we discussed ways to make assessments more meaningful for the teachers and students.
Public and patient involvement in these early stages of HTA could make assessments more relevant and acceptable to them.
With this added information, several groups shown that, for pulmonary disease, volumetric measurements could make assessments more sensitive and more specific to disease change over time [ 11– 11].
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Let's think about how to make assessment more authentic.
5, 19 Many older patients have multiple comorbidities that make assessment more complex, therefore requiring more time, which can be challenging in a time-pressured setting.
Computerized adaptive testing (CAT) provides a way to make assessment more comprehensive while limiting additional burden on the test-taker [ 26, 32].
The papers in this special edition encourage us to understand in greater detail how technology can be used to promote authentic and meaningful assessments and not just making assessments more efficient, and how to deploy e-assessment alongside other strategies.
This will contribute to making assessment more authentic and less obtrusive, and making PSLEs more relevant in formal educational settings.
This, in turn, made assessment more efficient: instructors did not have to repeat all the same feedback to each individual group separately.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com