Abstract
A key element of competency-based education is assessment. Effective assessment requires
access to a core set of expectations that match a learner's level of preparation.
Miller's triangle provides a framework for establishing appropriate expectations that
move learners from novice to entry-level clinicians. Formative assessment and feedback
are a crucial part of facilitating learning in this context. A pilot investigation
was conducted to examine the effects of a formative, video competency on performance
in a summative, live competency. Rubrics were used to score performance on two competencies,
an oral mechanism exam (OME) and a clinical bedside swallowing examination (CBSE).
Performance on the OME was significantly improved in the summative competency, compared
with the formative, video competency. Performance on the CBSE did not change from
formative to summative competency. Assessment in competency-based education is important
as a measure of readiness for entry-level practice. Formative assessment and feedback
can improve preparedness and performance on summative competencies. Detailed, criterion-referenced
assessment tools are crucial to identifying performance. While the OME rubric used
in this investigation appears to meet that standard, it is likely that the CBSE rubric
was not specific enough to detect changes.
Keywords
formative assessment - feedback - summative assessment - Miller's pyramid
