Appreciative assessment

ABSTRACT

In this article, we propose a new ‘appreciative’ attitude towards assessment, on two grounds. Firstly, in order to accommodate and benefit from diversity, in both medical practice and medical education; and secondly in order to promote critical thinking, self awareness and capability in trainees more generally. Appreciative assessment requires a dialogic approach – an approach which is already well established in the context of educational supervision, but which we argue is just as applicable to assessment.

KEYWORDS:

• Assessment
• appreciative
• criterion-based

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.