Using Performance Assessments to Determine Competence in Clinical Athletic Training Education: How Valid Are Our Assessments?

Autor/inn/en	Thompson, Gayle A.; Moss, Robert; Applegate, Brooks
Titel	Using Performance Assessments to Determine Competence in Clinical Athletic Training Education: How Valid Are Our Assessments?
Quelle	In: Athletic Training Education Journal, 9 (2014) 3, S.135-141 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Performance Tests; Competence; Test Validity; Holistic Evaluation; Evaluation Methods; Student Evaluation; Allied Health Occupations Education; Sports Medicine; College Students + Suchen Sie Ihr Suchwort? Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Kompetenz; Testvalidität; Holistische Methode; Schulnote; Studentische Bewertung; Sportmedizin; Collegestudent
Abstract	Context: Validity arguments can be used to provide evidence that instructors are drawing accurate conclusions from the results of students' clinical performance assessments (PAs). Little research has been conducted in athletic training education to determine if the evidence supports the use of current PAs. Measurement theories designed to provide this evidence can be confusing and unfamiliar to athletic training educators. Objective: The purpose of this article is to present contemporary concepts of validity and suggest approaches athletic training educators can use to offer evidence to support the best assessment methods. Background: Educators often use PAs to determine a student's competence for professional practice. Competence is a complex concept that is difficult to define clearly, thus making assessments of competent performance difficult as well. Most methods of PA used in athletic training education can be classified into 2 general approaches: behavioral and holistic. Athletic training educators, in an attempt to develop effective, appropriate, and user-friendly PAs to evaluate students, may be measuring skill but not truly measuring competence. Description: Modern validity concepts focus on the interpretations and meanings of assessment scores, not just on the characteristics of the test itself. Using an updated concept of validity can guide the development of competence PAs to determine if educational outcomes are being met. A framework for developing a validity argument is presented. Conclusions: Validity can be used to provide a simple, but rational, defense of what clinical educators do. Knowing the process of establishing validity evidence will help educators revise PAs and educational standards to further promote the profession. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10