BldgAltEntf E049: Forschungsdrehscheibe

@article{Fournier2008,

title = {Script Concordance Tests: Guidelines for Construction},

author = {Jean Paul Fournier and Anne Demeester and Bernard Charlin},

url = {https://doi.org/10.1186/1472-6947-8-18},

doi = {10.1186/1472-6947-8-18},

issn = {1472-6947},

year  = {2008},

date = {2008-05-06},

urldate = {2008-05-06},

journal = {BMC Medical Informatics and Decision Making},

volume = {8},

issue = {18},

abstract = {Background

SCT is used to assess clinical reasoning in ambiguous or uncertain situations. It allows testing on real-life situations that are not adequately measured with current tests. It probes the multiple judgments that are made in the clinical reasoning process. Scoring reflects the degree of concordance of these judgments to those of a panel of reference experts.



Method

SCT is an item format that is gaining acceptance in education in the health professions. However, there are no detailed guidelines on item writing, test scoring or test optimization.



Results

The item format is described and the steps for preparing and administering reliable and valid SCTs are presented.



Conclusion

SCTs probe examinees on a specific clinical reasoning task: data interpretation, a crucial step in the clinical reasoning process. It is inferred that a high degree of concordance corresponds to optimal use of information in the context of these specific tasks and therefore provides an indication of clinical reasoning quality.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Ebner2022,

title = {OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources},

author = {Martin Ebner and Dominic Orr and Sandra Schön},

url = {https://doi.org/10.1515/edu-2022-0018},

doi = {10.1515/edu-2022-0018},

issn = {2544-7831},

year  = {2022},

date = {2022-07-28},

journal = { Open Education Studies},

volume = {4},

issue = {1},

pages = {296–309},

abstract = {The  purpose  of  this  paper  is  to  provide  an  overview   of   approaches   to   and   insights   for   impact   assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe  the  literature  on  impact  assessment  in  the  OER  context  and  the  existing  contributions  to  OER  impact  assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature  analysis,  derivations,  and  challenges  for  OER  impact assessment are drawn, such as the large diversity in  OER  purposes  and  the  invisibility  of  the  re-usage  of  OER.  The  contribution  sketches  a  framework  model  for  describing  OER-relevant  results,  outcomes,  and  impact,  and more specifically demonstrates how this can be done for  exemplary  OER-related  objectives.  This  contribution  is  thus  of  relevance  to  funding  bodies  and  institutions  working  in  the  context  of  higher  education  that  wish  to  systematically evaluate and monitor statements about the effectiveness  of  OER  activities  according  to  the  UNESCO  (2019) OER recommendation.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}