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Abstract
This article is primarily an opinion piece which aims to encourage debate and future research. There is little theoretical or practical research on how best to design progress tests. We propose that progress test designers should be clear about the primary purpose of their assessment. We provide some empirical evidence about reliability and cost based upon generalisability theory. We suggest that the future research is needed in the areas of educational impact and acceptability.
Additional information
Notes on contributors
Chris Ricketts
Chris Ricketts, PhD, is the director of assessment at Peninsula College of Medicine and Dentistry, UK, and a National Teaching Fellow.
Adrian Freeman
Adrian Freeman, MMedSci, FRCGP, is a lecturer in assessment at Peninsula College of Medicine and Dentistry, UK.
Giovanni Pagliuca
Giovanni Pagliuca, PhD, is a psychometrician and assessment analyst at Peninsula College of Medicine and Dentistry, UK.
Lee Coombes
Lee Coombes, PhD, is a psychometrician and assessment analyst at Peninsula College of Medicine and Dentistry, UK.
Julian Archer
Julian C. Archer, MRCPCH, PhD, is an NIHR academic clinical lecturer in Medical Education at the Peninsula College of Medicine and Dentistry, UK.
