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Perspectives on Medical Education
Published in: Perspectives on Medical Education 6/2018

Open Access 01-12-2018 | Commentary

Assuring the quality of programmatic assessment: Moving beyond psychometrics

Authors: Sebastian Uijtdehaage, Lambert W. T. Schuwirth

Published in: Perspectives on Medical Education | Issue 6/2018

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Excerpt

The concept of programmatic assessment in health professions education was introduced in 2005 [1] and is rapidly gaining traction. Its central tenet is appealing: assessing learners longitudinally with a variety of methods that are embedded in the educational process, and that afford both assessment of learning and assessment for learning. Programmatic assessment accommodates both low-stake and high-stake decisions and is reminiscent of what a vocal coach does: he helps to make a singer achieve his or her utmost potential (by giving frequent feedback) but eventually will make a summative decision whether the singer can join the choir or can be the soloist. …
Literature
1.
van der Vleuten CPM, Schuwirth LWT. Assessing professional competence: From methods to programmes. Med Educ. 2005;39:309–17.CrossRef
2.
Cook DA, Brydges R, Ginsburg S, Hatala R. A contemporary approach to validity arguments: a practical guide to Kane’s framework. Med Educ. 2015;49:560–75.CrossRef
3.
Schuwirth LWT, van der Vleuten CPM. Programmatic assessment and Kane’s validity perspective. Med Educ. 2012;46:38–48.CrossRef
4.
5.
Cook DA, Kuper A, Hatala R, Ginsburg S. When assessment data are words: Validity evidence for qualitative educational assessment. Acad Med. 2016;91:1359–69.CrossRef
Metadata
Title
Assuring the quality of programmatic assessment: Moving beyond psychometrics
Authors
Sebastian Uijtdehaage
Lambert W. T. Schuwirth
Publication date
01-12-2018
Publisher
Bohn Stafleu van Loghum
Published in
Perspectives on Medical Education / Issue 6/2018
Print ISSN: 2212-2761
Electronic ISSN: 2212-277X
DOI
https://doi.org/10.1007/s40037-018-0485-y

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