A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approach

References

• Aarts R, Steidel K, Manuel BAF, Driessen EW. 2010. Progress testing in resource-poor countries: a case from Mozambique. Med Teach. 32:461–463.
   PubMed Web of Science ®Google Scholar
• Ali K, Coombes L, Kay E, Tredwin C, Jones G, Ricketts C, Bennett J. 2016. Progress testing in undergraduate dental education: the Peninsula experience and future opportunities. Eur J Dent Educ. 20:129–134.
   PubMed Web of Science ®Google Scholar
• Anderman EM, Anderman LH, Yough MS, GimbertT BG. 2010. Value-added models of assessment: implications for motivation and accountability. Educ Psychol. 45:123–137.
   Web of Science ®Google Scholar
• Bentler PM. 1990. Comparative fit indexes in structural models. Psychol Bull. 107:238–246.
   PubMed Web of Science ®Google Scholar
• Black P, Wiliam D. 2009. Developing the theory of formative assessment. Educ Asse Eval Acc. 21:5–31.
   Web of Science ®Google Scholar
• Blake JM, Norman GR, Keane DR, Mueller CB. 1996. Introducing progress testing in McMaster University's problem-based medical curriculum: psychometric properties and effect on learning. Acad Med. 71:1002–1007.
   PubMed Web of Science ®Google Scholar
• Brauer DG, Ferguson KJ. 2015. The integrated curriculum in medical education: AMEE Guide No. 96. Med Teach. 37:312–322.
   PubMed Web of Science ®Google Scholar
• Coombes L, Ricketts C, Freeman A, Stratford J. 2010. Beyond assessment: feedback for individuals and institutions based on the progress test. Med Teach. 32:486–490.
   PubMed Web of Science ®Google Scholar
• Dijksterhuis MGK, Jozwiak I, Braat DDM, Scheele F. 2013. An exploratory study into the effect of time-restricted internet access on face-validity, construct validity and reliability of postgraduate knowledge progress testing. BMC Med Educ. 13:147.
   PubMed Web of Science ®Google Scholar
• Dijksterhuis MGK, Scheele F, Schuwirth LWT, Essed GGM, Nijhuis JG, Braat DDM. 2009. Progress testing in postgraduate medical education. Med Teach. 31:e464–e468.
   PubMed Web of Science ®Google Scholar
• Freeman A, van der Vleuten C, Nouns Z, Ricketts C. 2010. Progress testing internationally. Med Teach. 32:451–455.
   PubMed Web of Science ®Google Scholar
• Graham JW. 2009. Missing data analysis: making it work in the real world. Annu Rev Psychol. 60:549–576.
   PubMed Web of Science ®Google Scholar
• Hu LT, Bentler PM. 1999. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct Equat Model Multidiscipl J. 6:1–55.
   Web of Science ®Google Scholar
• Joiner AB, Abbott S, Longson D. 2016. Is performance-based progress testing in psychiatry feasible?. Acad Psychiatry. 40:790–795.
   PubMed Web of Science ®Google Scholar
• Kline, R. 2011. Principles and practice of structural equation modeling. New York: The Guilford Press.
   Google Scholar
• Kulasegaram KM, Grierson LE, Norman GR. 2013. The roles of deliberate practice and innate ability in developing expertise: evidence and implications. Med Educ. 47:979–989.
   PubMed Web of Science ®Google Scholar
• Leppink J. 2015. Data analysis in medical education research: a multilevel perspective. Perspect Med Educ. 4:14–24.
   PubMed Web of Science ®Google Scholar
• Muijtjens AMM, Timmermans I, Donkers J, Peperkamp R, Medema H, Cohen-Schotanus J, Thoben A, Wenink ACG, van der Vleuten CPM. 2010. Flexible electronic feedback using the virtues of progress testing. Med Teach. 32:491–495.
   PubMed Web of Science ®Google Scholar
• Neeley SM, Ulman CA, Sydelko BS, Borges NJ. 2016. The value of progress testing in undergraduate medical education: a systematic review of the literature. MedSciEduc. 26:617–622.
   Google Scholar
• Nouns Z, Schauber S, Witt C, Kingreen H, Schüttpelz-Brauns K. 2012. Development of knowledge in basic sciences: a comparison of two medical curricula. Med Educ. 46:1206–1214.
   PubMed Web of Science ®Google Scholar
• Nouns ZM, Georg W. 2010. Progress testing in German speaking countries. Med Teach. 32:467–470.
   PubMed Web of Science ®Google Scholar
• Preacher KJ.. 2008. Latent growth curve modeling. Sage university papers series. Quantitative applications in the social sciences; 07-157. Los Angeles, CA; London: SAGE.
   Google Scholar
• R Core Team. 2016. R: A Language and Environment for Statistical Computing. Vienna, Austria: R Foundation for Statistical Computing. Available from: https://www.r-project.org/
   Google Scholar
• Raudenbush SW. 2004. What are value-added models estimating and what does this imply for statistical practice? J Educ Behav Stat. 29:121–129.
   Web of Science ®Google Scholar
• Rosseel Y. 2012. lavaan: An R Package for Structural Equation Modeling. J Stat Soft. 48:1–36.
   Web of Science ®Google Scholar
• Rubin DB. 1976. Inference and missing data. Biometrika. 63:581–592.
   Web of Science ®Google Scholar
• Schafer JL, Graham JW. 2002. Missing data: our view of the state of the art. Psychological Methods. 7:147.
   PubMed Web of Science ®Google Scholar
• Schmidt HG, Rikers RMJP. 2007. How expertise develops in medicine: knowledge encapsulation and illness script formation. Med Educ. 41:1133–1139.
   PubMed Web of Science ®Google Scholar
• Schuwirth LWT, van der Vleuten CPM. 2011. General overview of the theories used in assessment: AMEE Guide No. 57. Med Teach. 33:783–797.
   PubMed Web of Science ®Google Scholar
• Tio RA, Schutte B, Meiboom AA, Greidanus J, Dubois EA, Bremers AJA. 2016. The progress test of medicine: the Dutch experience. Perspect Med Educ. 5:51–55.
   PubMed Web of Science ®Google Scholar
• van der Vleuten CPM, Heeneman S. 2016. On the issue of costs in programmatic assessment. Perspect Med Educ. 5:303–307.
   PubMed Web of Science ®Google Scholar
• Wiliam D, Black P. 1996. Meanings and consequences: a basis for distinguishing formative and summative functions of assessment? Br Educ Res J. 22:537–548.
   Google Scholar
• Wimmers PF, Lee M. 2015. Identifying longitudinal growth trajectories of learning domains in problem-based learning: a latent growth curve modeling approach using SEM. Adv in Health Sci Educ Pract. 20:467–478.
   PubMed Web of Science ®Google Scholar
• Wrigley W, van der Vleuten CPM, Freeman A, Muijtjens A. 2012. A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71. Med Teach. 34:683–697.
   PubMed Web of Science ®Google Scholar