Cookies on this website
We use cookies to ensure that we give you the best experience on our website. If you click 'Continue' we'll assume that you are happy to receive all cookies and you won't see this message again. Click 'Find out more' for information on how to change your cookie settings.

© Oxford University Press, 2013. All Rights Reserved. Palliative care practitioners may be involved in assessment in a variety of ways. First, as teachers, they use assessment to motivate, promote, and test student learning in palliative care. Second, as part of a wider community of teachers, they contribute to assessments that are organized by others in the university and workplace. Third, they may be invited to sit on course organizing committees at which discussions about assessment happen. Therefore, a good understanding of assessment enables the palliative care teacher to be more effective in every setting. This chapter sets out the purposes and sources of assessment; differentiates between formative assessment to aid learning and summative assessment which tests student achievement; and discusses the pros and cons of a range of assessment methods.

Original publication

DOI

10.1093/acprof:oso/9780198569855.003.0020

Type

Chapter

Book title

Education in Palliative Care: Building a Culture of Learning

Publication Date

17/11/2011