Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system

Abstract

Programmatic assessment supports the evolution from assessment of learning to fostering assessment for learning and as learning practices. A well-designed programmatic assessment system aligns educational objectives, learning opportunities, and assessments with the goals of supporting student learning, making decisions about student competence and promotion decisions, and supporting curriculum evaluation. We present evidence-based guidance for implementing assessment for and as learning practices in the pre-clinical knowledge assessment system to help students learn, synthesize, master and retain content for the long-term so that they can apply knowledge to patient care. Practical tips are in the domains of culture and motivation of assessment, including how an honour code and competency-based grading system can support an assessment system to develop student self-regulated learning and professional identity, curricular assessment structure, such as how and when to utilize low-stakes and cumulative assessment to drive learning, exam and question structure, including what authentic question and exam types can best facilitate learning, and assessment follow-up and review considerations, such exam retake processes to support learning, and academic success structures. A culture change is likely necessary for administrators, faculty members, and students to embrace assessment as most importantly a learning tool for students and programs.

Keywords:

• Feedback
• progress testing
• self-assessment
• written
• planning

Acknowledgements

The authors would like to thank the members of the Society of the Directors of Research in Medical Education, the International Association of Medical Science Educators, the Northeast Group on Education Affairs, the Medical Education Learning Specialists, the American Dental Education Association groups, and the article reviewers for guidance in the development of these tips and advice.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Aubrie Swan Sein

Aubrie Swan Sein, PhD, EdM, is Director of the Center for Education Research and Evaluation and Assistant Professor of Education Assessment in Pediatrics and Dental Medicine at Columbia Vagelos College of Physicians and Surgeons, New York, NY.

Hanin Rashid

Hanin Rashid, PhD, EdM, is Associate Director for the Office for Advancing Learning, Teaching, and Assessment, a Learning Specialist in the Cognitive Skills Program, and Assistant Professor of Psychiatry at Rutgers Robert Wood Johnson Medical School, Piscataway, NJ.

Jennifer Meka

Jennifer Meka, PhD, EdM, is Director of the Medical Education and Educational Research Institute, Assistant Dean for Medical Education, and Assistant Professor of Medicine at The Jacobs School of Medicine and Biomedical Sciences at The State University of New York (SUNY) at Buffalo, Buffalo, NY.

Jonathan Amiel

Jonathan Amiel, MD, is co-Interim Vice Dean for Education and Senior Associate Dean for Curricular Affairs, and Associate Professor of Psychiatry, Columbia Vagelos College of Physicians and Surgeons, New York, NY.

William Pluta

William Pluta, PhD, EdM, is Director of UME Evaluation at the Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA.