Thursday, March 29, 2018
GPA calculator
file:///C:/Users/myatk/Desktop/GPA%20Calculator/FMHS_GPA_Calculator/GPS_calculator.htm
Tuesday, October 31, 2017
A modified-Angoff study
There are a number of acceptable methodologies in the
psyychometric literature for standard
setting studies, also known as cutscores or passing points.
Examples include Angoff, modified-Angoff, Bookmark, Contrasting Groups,
and Borderline. The modified-Angoff
approach is by far the most commonly used, yet it remains a
black box to many professionals in the testing industry, especially
non-psychometricians in the credentialing field. This post hopefully
provides some elucidation and demystification. There is some flexibility
in the study implementation, but this article describes a sound method.
What to Expect with
the Modified-Angoff Approach
First of all, do not expect a straightforward, easy process
that leads to an unassailably correct cutscore. All standard setting
methods involve some degree of subjectivity. The goal of the methods is
to reduce that objectivity as much as possible. Some methods focus on
content, others on data, while some try to meld the two.
Tuesday, March 28, 2017
UPDATE ON OUTCOME/ COMPETENCY-BASED MEDICAL EDUCATION
Outcome-based education is a performance-based approach that has been defined as, 'results-
orientated thinking' (Harden and Laidlaw, 2012:37-38).
It requires:
• Learning outcomes of what is expected at the end of each phase of training to be clearly stated,
explicit and communicated;
• Decisions about the curriculum (content, educational strategies, teaching methods and
assessment) to be based on agreed learning outcomes; and
• An agreed vision that students will succeed by achieving the exit outcomes before the end of their
studies (Harden and Laidlaw, 2012:37).
Competency-based education has been defined as:
"…an approach to preparing physicians for practice that is fundamentally oriented to graduate outcome
abilities and organised around competencies derived from an analysis of societal and patient needs. It
de-emphasises time-based training and promises greater accountability, flexibility and learner-centeredness." (Frank et al., 2010:636).
As a result it may be argued that the terms 'outcome' and 'competency' – based have much in common,
with a difference in terminology a function on the geographical origin of the work.
Reflective Writing
Reflective writing is:
Ø Your response to experiences, opinions, events or new information.
Ø Your response to thoughts and feelings.
Ø A way of thinking to explore your learning.
Ø An opportunity to gain self-knowledge.
Thursday, November 17, 2016
Wednesday, September 28, 2016
iCGBA
Ministry of
Education Malaysia
Integrated Cumulative Grade Point
Average @ iCGPA
INTRODUCTION
1. Recently I had announced that
beginning September 2015, five public universities will be piloting a new
approach in assessing their students. This approach will be known as Integrated
Cumulative Grade Point Average @ iCGPA.
2. The five public universities are UKM, UiTM, UMT, UMK
and UMP. The iCGPA will be piloted in a select number of faculties
of each university.
3. iCGPA is one of the initiatives
under Shift 1 of the Malaysia Education Blueprint 2015-2025 (Higher Education)
aka the Higher Education Blueprint which was launched in April 2015.
4. It must be noted that iCGPA as a
concept has been explored since 2009 with the methodology development taking
place since 2011 via collaboration between experts from public universities
including UKM and UiTM. Throughout this period, the Malaysians Qualifications
Agency (MQA) has provided its advice on standards, with the Ministry of Higher
Education facilitating the overall process. The efforts have been time
consuming in view of the data, research and efforts required to make this
initiative a success.
Monday, September 12, 2016
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