MULTIMEDIA ASSESSMENT OF REALISTIC KNOWLEDGE AND SKILLS (MARKS)

  • Sayed Nusrat Raza Army Medical College/National University of Medical Sciences (NUMS) Rawalpindi Pakistan
  • Tahir Sardar Army Medical College/National University of Medical Sciences (NUMS) Rawalpindi Pakistan
  • Safdar Hussain Army Medical College/National University of Medical Sciences (NUMS) Rawalpindi Pakistan
  • Muhammad Alamgir Khan Army Medical College/National University of Medical Sciences (NUMS) Rawalpindi Pakistan
  • Habib Ur Rehman Army Medical College/National University of Medical Sciences (NUMS) Rawalpindi Pakistan

Abstract

‘Assessment drives learning’ is a famous adage attributed to the great medical educationist Professor George E Miller (1919-98). Assessment has a deep impact on student behavior and the learning strategies they adopt. Hence, the covert but powerful potential of assessment to mold student behavior needs to be exploited in a stra-tegic way. Today’s student is tech-savvy and feels more comfortable while using computer for educational purposes. Although, computers are being used in teaching and learning extensively, however, their use in examination, as yet, is limited. Modern education has to combine with modern technology to come up with best results. Computer based testing (CBT) is an emerging technology that is slowly replacing the traditional paper and pen-based testing due to its mul- tiple advantages and the COVID-19 pandemichas fost-ered this phenomenon. Computer based testing refers to presenting assessment material to students through computers instead of paper and pen. It offers a unique opportunity to link obser-vation and interpretation using multimedia-based questions which require complex analytical reasoning and critical thinking skills.

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Published
2020-10-29
How to Cite
Raza, S., Sardar, T., Hussain, S., Khan, M., & Rehman, H. (2020). MULTIMEDIA ASSESSMENT OF REALISTIC KNOWLEDGE AND SKILLS (MARKS). Pakistan Armed Forces Medical Journal, 70(5), 1224-27. Retrieved from https://pafmj.org/index.php/PAFMJ/article/view/5536
Section
Editorial

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