A matter of explanation: assessment, scholarship of teaching and their disconnect with theoretical development

Abstract

This commentary explores the development of assessment and its implications on the scholarship of teaching. Assessment and the scholarship of teaching's aim has been fixed on the practical and relevant, rarely furthering what we collectively know about student learning and development. As medical educators investigate important educational issues, informing assessment efforts with existing literature and a theoretical framework offers several advantages. Aligning sound assessment plans with a theoretical framework not only addresses essential questions about the extent students are learning, but provides direction, focus and coordination for future investigations.

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Scott Cottrell

SCOTT COTTRELL, Ed.D. is an Assistant Professor in the Department of Community Medicine and the Office of Medical Education at West Virginia University's School of Medicine