Workplace-based assessments: The emphasis on formative assessment

Dear Sir

We read with interest the article by Bindal et al. (2011) on trainee's views of workplace-based assessment. We wish to endorse their conclusion that a cultural change is required for these educational instruments to be of value, with respect to the way in which they are conducted.

Workplace-based assessments were designed to be of a formative nature. Bindal et al. clearly state in their article that they believe that these assessments are being used in a summative way. This view is also supported by results from earlier work by Johnson et al. (2011) which found that none of the 231 case-based discussions they examined in their study reflected a score of “below” or “well below” expectation, implying that there was hesitancy in assessors making critical comments. In addition, Johnson et al. found only 2 of 140 assessors, and 13 of 111 trainees thought case-based discussions enabled feedback. In order for formative assessments to be educationally valuable, constructive criticism and feedback is essential.

These studies highlight the importance of assessors being trained in the use of workplace-based assessments and emphasising in particular the formative role these assessments play in the trainee's progression. In addition, we suggest that assessors receive regular structured feedback based on their marking practices. This may facilitate self reflection and lead to improvement in the quality of feedback from workplace-based assessments.

Mohummud Shamim Nassrally, Esther Mary Mitchell & Jack David Peter Bond, Department of Medical Education, University Hospitals Coventry and Warwickshire, Coventry CV2 2DX, UK. E-mail: [email protected]