DESPITE THE prevalence of uncomplimentary attitudes toward certain types of demonstrations, I propose to "show and tell" about a few of the newer techniques for measuring the kinds of educational outcomes that you, as dermatologists, have indicated you are concerned to produce. I will not demonstrate techniques for measuring the attitudes which you would like to produce in students or the skills which you would like to see them develop. Instead this paper will deal with a few of the devices that have been developed recently for measuring knowledge and understanding, ie, the intellectual skills and abilities.
Some of these are specified in the document (exhibit I) somewhat pompously entitled: "A Taxonomy of Intellectual Processes." In this document you see listed some of the types of intellectual activity that the student should be able to engage in as a consequence of his course in dermatology. It is very easy to
McGUIRE C. Evaluation in Dermatology. Arch Dermatol. 1965;91(4):303–312. doi:10.1001/archderm.1965.01600100019005
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