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Cottrell S. A matter of explanation: assessment, scholarship of teaching and their disconnect with theoretical development. Med Teach. 2006;28(4):305-8doi: 10.1080/01421590600627581.
Cottrell, S. (2006). A matter of explanation: assessment, scholarship of teaching and their disconnect with theoretical development. Medical teacher, 28(4), 305-8. https://doi.org/10.1080/01421590600627581
Cottrell, Scott. "A matter of explanation: assessment, scholarship of teaching and their disconnect with theoretical development." Medical teacher vol. 28,4 (2006): 305-8. doi: https://doi.org/10.1080/01421590600627581
Cottrell S. A matter of explanation: assessment, scholarship of teaching and their disconnect with theoretical development. Med Teach. 2006 Jun;28(4):305-8. doi: 10.1080/01421590600627581. PMID: 16807166.
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Med Teach. 2006 Jun;28(4):305-8. doi: 10.1080/01421590600627581.

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

Medical teacher

Scott Cottrell

Affiliations

  1. West Virginia University School of Medicine, Department of Community Medicine, PO Box 9007, Morgantown, WV 265, USA. [email protected]

PMID: 16807166 DOI: 10.1080/01421590600627581

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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