2,986
Views
28
CrossRef citations to date
0
Altmetric
Twelve Tips

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

, , , &

References

  • Agarwal PK, Karpicke JD, Kang SHK, Roediger HL, McDermott KB. 2008. Examining the testing effect with open- and closed-book tests. Appl Cognit Psychol. 22(7):861–876.
  • Artino A, Hemmer P, Durning S. 2011. Using self-regulated learning theory to understand the beliefs, emotions, and behaviors of struggling medical students. Acad Med. 86(10 Suppl):S35–S38.
  • Artino A, La Rochelle J, Durning S. 2010. Second-year medical students’ motivational beliefs, emotions, and achievement. Med Educ. 44(12):1203–1212.
  • Baghdady MT, Carnahan H, Lam EW, Woods NN. 2013. Integration of basic sciences and clinical sciences in oral radiology education for dental students. J Dent Educ. 77(6):757–763.
  • Bandiera G, Kuper A, Mylopoulos M, Whitehead C, Ruetalo M, Kulasegaram K, Woods NN. 2018. Back from basics: integration of science and practice in medical education. Med Educ. 52(1):78–85.
  • Bickerdike A, O’Deasmhunaigh C, O’Flynn S, O’Tuathaigh C. 2016. Learning strategies, study habits and social networking activity of undergraduate medical students. Int J Med Educ. 7:230–236.
  • Bierer SB, Colbert CY, Foshee CM, French JC, Pien LC. 2018. Tool for diagnosing gaps within a competency-based assessment system. Acad Med. 93(3):512.
  • Black P, Wiliam D. 2006. Assessment and classroom learning. assessment in education: principles. Policy & Practice. 5(1):7–74.
  • Brauer DG, Ferguson KJ. 2015. The integrated curriculum in medical education: AMEE Guide No. 96. Med Teach. 37(4):312–322.
  • Butler A, Karpicke J, Roediger H. 2007. The effect of type and timing of feedback on learning from multiple-choice tests. J Exp Psychol Appl. 13(4):273–281.
  • Butler A, Roediger H. 2008. Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Mem Cognit. 36(3):604–616.
  • Chou CL, Kalet A, Hauer KE. 2014. A research agenda for remediation in medical education. In: Remediation in medical education. New York (NY): Springer Books; p. 339–348.
  • Craig SD, Sullins J, Witherspoon A, Gholson B. 2006. The deep-level-reasoning-question effect: the role of dialogue and deep-level-reasoning questions during vicarious learning. Cogn Instr. 24(4):565–591.
  • Dann R. 2014. Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assess Educ Princ Policy Pract. 21(2):149–166.
  • Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. 2013. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychol Sci Public Interest. 14(1):4–58.
  • Durning SJ, Dong T, Ratcliffe T, Schuwirth L, Artino AR Jr., Boulet JR, Eva K. 2016. Comparing open-book and closed-book examinations: a systematic review. Acad Med. 91(4):583–599.
  • Dweck C. 2006. Mindset: the new psychology of success. New York (NY): Random House.
  • Epstein RM. 2007. Assessment in medical education. N Engl J Med. 356(4):387–396.
  • Ericsson KA. 2004. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 79(10 Suppl):S70–S81.
  • Eva KW, Bordage G, Campbell C, Galbraith R, Ginsburg S, Holmboe E, Regehr G. 2016. Towards a program of assessment for health professionals: from training into practice. Adv Health Sci Educ Theory Pract. 21(4):897–913.
  • Gadbury-Amyot CC, Overman PR. 2018. Implementation of portfolios as a programmatic global assessment measure in dental education. J Dent Educ. 82(6):557–564.
  • Gielen S, Dochy F, Dierick S. 2003. Evaluating the consequential validity of new modes of assessment: The influence of assessment on learning, including pre-, post-, and true assessment effects. In: Segers M, Dochy F, Cascallar E, editors. Optimising new modes of assessment: in search of qualities and standards. New York (NY): Kluwer Academic Publishers.
  • Green ML, Moeller JJ, Spak JM. 2018. Test-enhanced learning in health professions education: a systematic review: BEME Guide No. 48. Med Teach. 40(4):337–350.
  • Guerrassio J. 2013. Remediation of the struggling medical learner. Irwin (PA): Association for Hospital Medical Education.
  • Harks B, Rakoczy K, Hattie J, Besser M, Klieme E. 2014. The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educ Psychol. 34(3):269–290.
  • Hattie J, Biggs J, Purdie N. 1996. Effects of learning skills interventions on student learning: a meta-analysis. Rev Educ Res. 66(2):99–136.
  • Hattie J, Timperley H. 2007. The power of feedback. Rev Educ Res. 77(1):81–112.
  • Hauer KE, Ciccone A, Henzel TR, Katsufrakis P, Miller SH, Norcross WA, Papadakis MA, Irby DM. 2009. Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature. Acad Med. 84(12):1822–1832.
  • Hawthorne MR, Chretien KC, Torre D, Chheda SG. 2014. Re-demonstration without remediation-a missed opportunity? A national survey of internal medicine clerkship directors. Med Educ Online. 19(1):25991.
  • Heeneman S, Oudkerk Pool A, Schuwirth LW, van der Vleuten CP, Driessen EW. 2015. The impact of programmatic assessment on student learning: theory versus practice. Med Educ. 49(5):487–498.
  • Hmelo-Silver CE, Chinn CA, O’Donnell AM, Chan C. 2013. The international handbook of collaborative learning. New York (NY): Routledge.
  • Hodges B. 2013. Assessment in the post-psychometric era: learning to love the subjective and collective. Med Teach. 35(7):564–568.
  • Irby DM, Hamstra SJ. 2016. Parting the clouds: three professionalism frameworks in medical education. Acad Med. 91(12):1606–1611.
  • Johnson TR, Khalil MK, Peppler RD, Davey DD, Kibble JD. 2014. Use of the NBME Comprehensive Basic Science Examination as a progress test in the preclerkship curriculum of a new medical school. Adv Physiol Educ. 38(4):315–320.
  • Kalet A, Chou C. 2014. Remediation in medical education: a mid-course correction. New York (NY): Springer Books.
  • Koriat A, Bjork RA. 2005. Illusions of competence in monitoring one’s knowledge during study. J Exp Psychol Learn Mem Cogn. 31(2):187–194.
  • Kulasegaram K, Rangachari PK. 2018. Beyond “formative”: assessments to enrich student learning. Adv Physiol Educ. 42(1):5–14.
  • Larsen D, Butler A. 2013. Chapter 38: test-enhanced learning. In: Walsh K, editor. Oxford textbook of medical education. Oxford (UK): Oxford University Press; p. 443–452.
  • Larsen DP, Butler AC, Roediger HL. 2008. Test-enhanced learning in medical education. Med Educ. 42(10):959–966.
  • Larsen DP, Butler AC, Roediger HL. 2013. Comparative effects of test-enhanced learning and self-explanation on long-term retention. Med Educ. 47(7):674–682.
  • Little J, Bjork EL. 2015. Optimizing multiple-choice tests as tools for learning. Mem Cognit. 43(1):14–26.
  • Marsh EJ, Butler AC. 2013. Memory in educational settings. In: Reisberg D, editor. The Oxford handbook of cognitive psychology. New York: Oxford University Press; p. 299–317.
  • Metcalfe J. 2017. Learning from errors. Annu Rev Psychol. 68:465–489.
  • Klymkowsky MW, Taylor LB, Spindler SR, Garvin-Doxas RK. 2006. Two-dimensional, implicit confidence tests as a tool for recognizing student misconceptions. J Coll Sci Teach. 36(3):44–48.
  • Mullet HG, Butler AC, Verdin B, von Borries R, Marsh EJ. 2014. Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately. J Appl Res Mem Cogn. 3(3):222–229.
  • Nicol DJ, Macfarlane‐Dick D. 2006. Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Stud Higher Educ. 31(2):199–218.
  • Norcini J, Anderson MB, Bollela V, Burch V, Costa MJ, Duvivier R, Hays R, Palacios Mackay MF, Roberts T, Swanson D. 2018. 2018 Consensus framework for good assessment. Med Teach. 40(11):1102–1109.
  • Norman G, Neville A, Blake JM, Mueller B. 2010. Assessment steers learning down the right road: impact of progress testing on licensing examination performance. Med Teach. 32(6):496–499.
  • Pennebaker JW, Gosling SD, Ferrell JD. 2013. Daily online testing in large classes: boosting college performance while reducing achievement gaps. PLoS One. 8(11):e79774.
  • Pluta WJ, Richards BF, Mutnick A. 2013. PBL and beyond: trends in collaborative learning. Teach Learn Med. 25 Suppl 1:S9–S16.
  • Reed DA, Shanafelt TD, Satele DW, Power DV, Eacker A, Harper W, Moutier C, Durning S, Massie FS, Jr., Thomas MR. 2011. Relationship of pass/fail grading and curriculum structure with well-being among preclinical medical students: a multi-institutional study. Acad Med. 86(11):1367–1373.
  • Roediger HL, Putnam AL, Smith MA. 2011. Ten benefits of testing and their applications to educational practice. Psychol Learn Motiv Cogn Educ. 55:1–36.
  • Ross PT, Keeley MG, Mangrulkar RS, Karani R, Gliatto P, Santen SA. 2019. Developing professionalism and professional identity through unproctored, flexible testing. Acad Med. 94(4):490–495.
  • Rowland CA. 2014. The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychol Bull. 140(6):1432–1463.
  • Schuwirth L, Ash J. 2013. Chapter 35, Principles of assessment. In: Walsh K, editor. Oxford textbook of medical education. Oxford, United Kingdom: Oxford University Press; p. 409–420.
  • Schuwirth L, van der Vleuten C. 2011. Programmatic assessment: from assessment of learning to assessment for learning. Med Teach. 33(6):478–485.
  • Schuwirth L, van der Vleuten C. 2012. The use of progress testing. Perspect Med Educ. 1(1):24–30.
  • Schuwirth L, van der Vleuten C. 2019. How ‘testing’ has become ‘programmatic assessment for learning. Health Prof Educ. 5(3):177–184.
  • Spring L, Robillard D, Gehlbach L, Simas TA. 2011. Impact of pass/fail grading on medical students’ well-being and academic outcomes. Med Educ. 45(9):867–877.
  • Swan Sein A, Cuffney F, Clinchot D. 2020a. How to help students strategically prepare for the MCAT exam and learn foundational knowledge needed for medical school. Acad Med. 95(3):484.
  • Swan Sein A, Daniel M, Fleming A, Morrison G, Christner J, Esposito K, Pock A, O’Connor Grochowski C, Dalrymple J, Santen S. 2020b. Identifying and supporting struggling students to prevent failures when the United States Medical Licensing Examination (USMLE) step 1 is moved to after clerkships. Acad Med. [accessed 2020 March 3]. https://doi.org/10.1097/ACM.0000000000003272
  • Szpunar KK, McDermott KB, Roediger HL. 3rd. 2007. Expectation of a final cumulative test enhances long-term retention. Mem Cognit. 35(5):1007–1013.
  • ten Cate O, Chen H. 2016. The parts, the sum and the whole-evaluating students in teams. Med Teach. 38(7):639–641.
  • van de Ridder JM, McGaghie WC, Stokking KM, ten Cate OT. 2015. Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review. Med Educ. 49(7):658–673.
  • van der Vleuten C. 2016. Revisiting ‘Assessing professional competence: from methods to programmes’. Med Educ. 50(9):885–888.
  • van der Vleuten CP, Driessen EW. 2014. What would happen to education if we take education evidence seriously? Perspect Med Educ. 3(3):222–232.
  • van der Vleuten C, Schuwirth L, Driessen E, Govaerts M, Heeneman S. 2015. Twelve Tips for programmatic assessment. Med Teach. 37(7):641–646.
  • Vansteenkiste M, Simons J, Lens W, Sheldon KM, Deci EL. 2004. Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts. J Pers Soc Psychol. 87(2):246–260.
  • White CB, Fantone JC. 2010. Pass-fail grading: laying the foundation for self-regulated learning. Adv Health Sci Educ Theory Pract. 15(4):469–477.
  • Wilkinson TJ, Tweed MJ. 2018. Deconstructing programmatic assessment. Adv Med Educ Pract. 9:191–197.
  • Wrigley W, van der Vleuten CP, Freeman A, Muijtjens A. 2012. A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71. Med Teach. 34(9):683–697.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.