Contents
Dr Michelle Hennelly (Associate Professor, Head of of Optometry and Visual Science) School of Health and Psychological Sciences, City, University of London
[Paper 1]
The efficacy of assessment practices profoundly impacts student learning outcomes. Traditional assessment methods often fall short in fostering deep understanding, critical thinking, and real-world application skills. To address this challenge, we propose a framework that integrates Miller’s Pyramid (Miller, 1990) and Harden’s Ladder (Harden, 2000), offering educators a comprehensive approach to designing authentic assessments.
Miller’s Pyramid is based on the progression of cognitive complexity from recall to application, analysis, synthesis, and evaluation (Witheridge et al, 2019). Harden’s Ladder extends this by incorporating levels of skill acquisition, from competence to proficiency and expertise. By combining these models, educators can create assessments that not only assess knowledge but also gauge the development of practical skills and higher-order thinking abilities.
Our presentation will provide practical strategies and examples of authentic assessments aligned with this integrated framework. We will explore how these assessments scaffold learning experiences, guiding students through the cognitive levels outlined in Miller’s Pyramid and the skill acquisition stages defined by Harden’s Ladder.
Through case studies and examples, attendees will gain insights into how authentic assessments can be tailored to diverse educational contexts and disciplines. The presented assessments will illustrate the integration of theory and practice in assessment design.
This presentation aims to demonstrate how we can enhance student learning outcomes by adopting a holistic approach to assessment. By embracing authentic assessments that align with both Miller’s Pyramid and Harden’s Ladder, educators can foster deeper understanding, critical thinking, and skill development essential for academic success.
References
Harden, R.M. (2000) The integration ladder: a tool for curriculum planning and evaluation. Med Educ. ;34(7):551-7
Miller, G.E. (1990) The assessment of clinical skills/competence/performance. Acad Med. Sep;65(9 Suppl):S63-7
Witheridge, A., Ferns, G. and Scorr-Smith, W. (2019) Revisiting Miller’s pyramid in medical education: the gap between traditional assessment and diagnostic reasoning. Int J Med Educ 10:191-192
