Assessment for Standard setting.docx

This research focuses on enhancing assessment practices in medical education, particularly within the context of the Defence Services Medical Academy (DSMA) in Myanmar. The DSMA has adopted an outcome-based curriculum since 2017, but standard setting in assessments remains pending. The study employs an explanatory sequential design, combining quantitative and qualitative approaches. Quantitatively, 36 assessment committee members participated in a survey using questionnaires, while qualitatively, eight committee members were interviewed. The findings highlight advantages of standard settings, including improved teaching and learning defect identification, staff knowledge application, enhanced educational programs, and personal contributions to education quality. However, concerns about increased workload and administrative burden persist. Despite challenges such as limited human resources and resistance to change, committee members appreciate the integration of standard setting in the outcome-based curriculum. The study recommends targeted interventions to improve awareness, collaboration, and successful implementation, ultimately optimizing educational quality and accreditation standards.